Journeys: Reconceptualizing Early Childhood Practices through Pedagogical Narration

Journeys: Reconceptualizing Early Childhood Practices through Pedagogical Narration

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By Veronica Pacini-Ketchabaw, Fikile Nxumalo, Laurie Kocher, Enid Elliot, and Alejandra Sanchez
University of Toronto Press, Higher Education Division © 2014
World Rights
264 Pages
Paper
ISBN 9781442609426
Published Oct 2014
$34.95
ebook (EPUB format)
ISBN 9781442609457
Published Oct 2014
Full purchase $27.95
Description
Author
Contents
Reviews

Inspired by the idea of documentation as a valuable tool for making learning visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn, and how teachers might facilitate and support that learning in innovative ways. The authors use stories they collected during a collaborative study to offer a range of possibilities for alternative childhood pedagogies. Cutting edge, yet practical; detailed in its analysis, yet inspiring, this book is a boon to the field of early childhood and primary education studies.

Veronica Pacini-Ketchabaw is Professor of Early Childhood Studies at the School of Child and Youth Care at the University of Victoria.

Fikile Nxumalo is a doctoral candidate in the School of Child and Youth Care at the University of Victoria.

Laurie Kocher is an instructor in the Early Childhood Education Department at Douglas College.

Enid Elliot is an instructor in Early Learning and Care at Camosun College and an adjunct faculty member in the School of Child and Youth Care at the University of Victoria.

Alejandra Sanchez is an instructor in the Early Childhood Education Department at Douglas College.
List of Illustrations
Acknowledgements
Beginning
Locating Ourselves
How to Use This Book

1. Engaging with Complexity
Creating a Collaborative Critically Reflective Community
Connections and Disruptions: Encounters with Diverse Perspectives
Rethinking Professional Development
Collaborative Action Research and Politicizing Practice
Rethinking Quality in the Early Childhood Education Field
Shifting Our Focus from Understanding Practice to Complexifying Practices

2. Reflecting Critically
Bringing a Critical Perspective to Child Development
What Do We Mean by Critical Reflection?
Critical Reflection and Political Intentionality
Theoretical Tools for Critical Reflection
Pedagogical Narration: A Tool for Critical Reflection
From Reflection to Diffraction

3. Challenging Assumptions
Images of the Child
Images of the Educator
Images of the Family
Challenging Assumptions Complexifies the Learning Journey
Pedagogical Narrations in the Making: From Our Work with Educators
Princesses and Pirates
The Tiara
Becoming Rapunzel
Entangled Bodies
Building a Fort

4. Thinking Together
Pedagogical Narration as a Tool to Complexify Practices
Documenting Children's Learning across Three Contexts
Reggio Emilia: Pedagogical Documentation
The McDonaldization of Pedagogical Documentation
Pedagogical Documentation as a Discourse of Meaning-Making
Pedagogical Narration as a Political Tool
Pedagogical Narration as a Vehicle for Public Dialogue
Pedagogical Narration as a Materializing Apparatus of Knowing

5. Opening to Possibilities
Engaging with Pedagogical Narrations through Multiple Lenses
Postfoundational Perspectives
Opening to Multiple Perspectives Complexifies the Learning Journey

6. Opening to Ethics
Inviting an Ethical Approach into Our Practice
Pedagogical Narration as a Nomadic Ethical Act
Centring Ethical Potentials in Our Practice

Staying in Motion

Understanding Our Language: A Glossary
Appendix: Project Summaries
Investigating Quality (IQ) Project
British Columbia Early Learning Framework Implementation Project
References
Index
British Columbia Early Learning Framework Implementation Project
This is an exciting book that will add much-needed provocation to the conversation about children, childhood, families, and the learning and teaching that goes alongside them.

Patrick Lewis, University of Regina

This impressive collaborative effort critically explores the complexities of pedagogical narration in ways that demonstrate its potential to foster responsive, ethical, and social justice–focused approaches to early childhood education and care. Accessible and effectively organized, the volume enables readers to engage in critical thinking about the provocative narratives offered. The book will undoubtedly inspire the kinds of 'complicated dialogues' the authors invite child care professionals to engage in.

Luigi Iannacci, Trent University

Journeys offers a rich account of the collaborative work of a group of Canadian educators who have used pedagogical narration to question long–standing practices in early childhood education and care. Their journeys have produced a book overflowing with ideas that students, educators, researchers, and scholars can return to again and again to invigorate theory and practice.

Rachel Langford, Ryerson University