Common Worlding with(in) Early Childhood Education: (Re)situating Everyday Pedagogies




Yazbeck, Sherri-Lynn

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Children of the 21st century are inheriting catastrophic ecological changes resulting in biodiversity loss, ongoing acts of colonization, displacement of human and multispecies beings, and pandemics brought about by zoonoses. Educational approaches grounded in Euro-Western developmental, linear, individual, and static practices are no longer an option. What if we shift the anthropocentric gaze commonly taken up in early childhood education to think with common worlding (Taylor & Giugni, 2012; Taylor, 2013; Taylor et al., 2013), with more-than-human, as active participants in the co-shaping of our relational understandings of the world in which we are enmeshed? How might this shift in perception change our engagement and pedagogies with children, place, materials, and other beings? How might this shift in gaze create possibilities for learning and living differently, with a shared “response-ability” (Haraway, 2016, p. 28) for the places and histories we inhabit and those the children of the 21st century inherit? Through an interdisciplinary literature review disrupting binary and stewardship logic it will be shown that a relational, situated, and pedagogical common worlds framing is imperative for investigating otherwise in an effort to reconfigure and rearticulate curriculum and pedagogies responsive to 21st century precarities. Building on knowledge acquired, an exhibition (Re)situating Everyday Pedagogies in the Making will attend and attune to our uneven, interconnected, and entangled common worlding relations in an effort to (re)situate, unfold, theorize, and weave lively common worlding pedagogies responsive to the messy conditions and politics of 21st century early childhood education.



Common worlds, Common Worlding, Early childhood education, (Re)situating pedagogies, nature/culture divide, Environmental stewardship pedagogies