Pub Date : 2023-03-03DOI: 10.1177/00345237231160090
Maria Vamvalis
Young people’s ongoing, necessary confrontation with painful and distressing realities exacerbated by ecological precarity in diverse contexts has profound implications for formal education systems. Additionally, educational policy in many contexts has been slow to respond to the urgency of addressing climate change, nor has most policy robustly conceptualized a vision for climate justice education. Centering the voices of three young climate justice activists (ages 16–20) in Canada through a qualitative study, this paper explores possible educational responses that recognize the embodied consequences of climate injustice and inaction on youth mental health and well-being. Through their encounters with activism in collective, justice-centered movements, these young people articulate how their commitments to creating more life-affirming and equitable realities by challenging current economic and political structures and discourses are integral dimensions of their efforts to be and feel well (hopeful and purposeful) in a context of pronounced uncertainty and distress. Despite these possibilities, youth participants describe the overwhelming and complex emotions they are grappling with as they face dispiriting projections for the future. These growing challenges are an opportunity to reconsider common “apolitical” and individualized approaches to citizenship, climate and environmental education. Findings suggest that supporting youth to act thoughtfully and impactfully in transforming cultural, economic and political structures and systems that reproduce harm can be a way to nurture meaning, purpose and hope. Additionally, youth participants advocate for integrating robust resources and support within formal education institutions to assist in collectively processing the emotional and psychological impacts of climate injustice. At the same time, findings suggest that the participating youth did not yet integrate conceptions of ecological interrelationship or interconnection in their approaches, offering possible avenues for further pedagogical development.
{"title":"“We’re fighting for our lives”: Centering affective, collective and systemic approaches to climate justice education as a youth mental health imperative","authors":"Maria Vamvalis","doi":"10.1177/00345237231160090","DOIUrl":"https://doi.org/10.1177/00345237231160090","url":null,"abstract":"Young people’s ongoing, necessary confrontation with painful and distressing realities exacerbated by ecological precarity in diverse contexts has profound implications for formal education systems. Additionally, educational policy in many contexts has been slow to respond to the urgency of addressing climate change, nor has most policy robustly conceptualized a vision for climate justice education. Centering the voices of three young climate justice activists (ages 16–20) in Canada through a qualitative study, this paper explores possible educational responses that recognize the embodied consequences of climate injustice and inaction on youth mental health and well-being. Through their encounters with activism in collective, justice-centered movements, these young people articulate how their commitments to creating more life-affirming and equitable realities by challenging current economic and political structures and discourses are integral dimensions of their efforts to be and feel well (hopeful and purposeful) in a context of pronounced uncertainty and distress. Despite these possibilities, youth participants describe the overwhelming and complex emotions they are grappling with as they face dispiriting projections for the future. These growing challenges are an opportunity to reconsider common “apolitical” and individualized approaches to citizenship, climate and environmental education. Findings suggest that supporting youth to act thoughtfully and impactfully in transforming cultural, economic and political structures and systems that reproduce harm can be a way to nurture meaning, purpose and hope. Additionally, youth participants advocate for integrating robust resources and support within formal education institutions to assist in collectively processing the emotional and psychological impacts of climate injustice. At the same time, findings suggest that the participating youth did not yet integrate conceptions of ecological interrelationship or interconnection in their approaches, offering possible avenues for further pedagogical development.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72940652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1177/00345237231158053
Andrew Rockliffe, J. McKay
In this paper, we present a novel approach to defining, teaching, and assessing creativity by examining its origins and delineating the processes involved. The rationale for introducing this framework developed from studying existing thinking and questioning the current metrics for measuring creativity, which we posit are unfit for purpose. We reach this conclusion because rather than accepting the existing focus on outcomes, we perceive creativity as a process based on different types of logic. Drawing upon the earlier work of De Bono and Kolb, we explore the creative process through the lenses of humour and systems engineering to reveal and develop a range of demonstrable skills and key techniques that can be learned, taught and assessed. By using the identified system inputs of creative logic, dialectic conflicts (dualities), alternate narratives, and abstraction, we ultimately present a possible framework for evaluating creativity without relying on subjective assessment. This methodology and framework can be applied in all educational contexts, from cross-curricular mainstream learning to a focus on excluded and hard-to-reach learners.
{"title":"Dualities in creative thinking: a novel approach to teaching and learning creativity","authors":"Andrew Rockliffe, J. McKay","doi":"10.1177/00345237231158053","DOIUrl":"https://doi.org/10.1177/00345237231158053","url":null,"abstract":"In this paper, we present a novel approach to defining, teaching, and assessing creativity by examining its origins and delineating the processes involved. The rationale for introducing this framework developed from studying existing thinking and questioning the current metrics for measuring creativity, which we posit are unfit for purpose. We reach this conclusion because rather than accepting the existing focus on outcomes, we perceive creativity as a process based on different types of logic. Drawing upon the earlier work of De Bono and Kolb, we explore the creative process through the lenses of humour and systems engineering to reveal and develop a range of demonstrable skills and key techniques that can be learned, taught and assessed. By using the identified system inputs of creative logic, dialectic conflicts (dualities), alternate narratives, and abstraction, we ultimately present a possible framework for evaluating creativity without relying on subjective assessment. This methodology and framework can be applied in all educational contexts, from cross-curricular mainstream learning to a focus on excluded and hard-to-reach learners.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74677874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.1177/00345237231160085
T. Hampson, Jim McKinley
Mixed research is a methodology of growing importance both within and without education. This type of research forces researchers to reconcile conflicting ways of justifying and understanding research with results that have the potential to be forward pointing for all researchers. As mixed research has grown, mixed research has gained an increasingly solidified identity which is increasingly associated with the pragmatic paradigm. This paper seeks to describe and criticise pragmatism as a paradigm for mixed research. We identify six features of pragmatism which we argue render it unfit for purpose. 1. That it is a “paradigm of convenience” 2. That it takes a consequentialist view of good research. 3. That it takes a consequentialist view of truth. 4. That it assumes the answers to epistemic questions is “somewhere in the middle” 5. That it priorities the research question, rather than ontology or epistemology 6. That it treats itself as a prerequisite for mixed research. We argue that in prioritising flexibility and practicality over principles, pragmatism loses the ability to offer guidance to researchers. Furthermore, many of the issues with pragmatism arise from a conflation of paradigm and method. I.e., by thinking that there are quantitative and qualitative paradigms. We conclude that traditional paradigms are better served to act as a paradigm for mixed research.
{"title":"Problems posing as solutions: Criticising pragmatism as a paradigm for mixed research","authors":"T. Hampson, Jim McKinley","doi":"10.1177/00345237231160085","DOIUrl":"https://doi.org/10.1177/00345237231160085","url":null,"abstract":"Mixed research is a methodology of growing importance both within and without education. This type of research forces researchers to reconcile conflicting ways of justifying and understanding research with results that have the potential to be forward pointing for all researchers. As mixed research has grown, mixed research has gained an increasingly solidified identity which is increasingly associated with the pragmatic paradigm. This paper seeks to describe and criticise pragmatism as a paradigm for mixed research. We identify six features of pragmatism which we argue render it unfit for purpose. 1. That it is a “paradigm of convenience” 2. That it takes a consequentialist view of good research. 3. That it takes a consequentialist view of truth. 4. That it assumes the answers to epistemic questions is “somewhere in the middle” 5. That it priorities the research question, rather than ontology or epistemology 6. That it treats itself as a prerequisite for mixed research. We argue that in prioritising flexibility and practicality over principles, pragmatism loses the ability to offer guidance to researchers. Furthermore, many of the issues with pragmatism arise from a conflation of paradigm and method. I.e., by thinking that there are quantitative and qualitative paradigms. We conclude that traditional paradigms are better served to act as a paradigm for mixed research.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90573418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-23DOI: 10.1177/00345237231160080
David Long, Joseph A. Henderson
Despite being one of the largest carbon emitters in the world, the United States has little direct emphasis on climate change in its schools. Even where there is desire to teach climate change, the politicization of climate change sees school leaders steering teachers away from the topic. This piece examines what we know about climate change education in the U.S., what types of curriculum we have had, what historical conditions saw the U.S. curriculum change, and asks whether and how climate change can and should be a superordinate concern of U.S. schooling. As U.S. schools on whole have never been a site of equity concerning matters of race, class, gender, and many other issues, we ask whether climate change will be subsumed or taken up as a concern. We pose two alternate futures: one in which the scale of climate change as a problem sees changes in how we educate our young and affect the future, or another where the potential for a healthy climate becomes a prime concern of burgeoning revanchist, fascistic leaning governments worldwide and ecofascist social movements within them.
{"title":"Climate change as superordinate curriculum?","authors":"David Long, Joseph A. Henderson","doi":"10.1177/00345237231160080","DOIUrl":"https://doi.org/10.1177/00345237231160080","url":null,"abstract":"Despite being one of the largest carbon emitters in the world, the United States has little direct emphasis on climate change in its schools. Even where there is desire to teach climate change, the politicization of climate change sees school leaders steering teachers away from the topic. This piece examines what we know about climate change education in the U.S., what types of curriculum we have had, what historical conditions saw the U.S. curriculum change, and asks whether and how climate change can and should be a superordinate concern of U.S. schooling. As U.S. schools on whole have never been a site of equity concerning matters of race, class, gender, and many other issues, we ask whether climate change will be subsumed or taken up as a concern. We pose two alternate futures: one in which the scale of climate change as a problem sees changes in how we educate our young and affect the future, or another where the potential for a healthy climate becomes a prime concern of burgeoning revanchist, fascistic leaning governments worldwide and ecofascist social movements within them.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77117686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-23DOI: 10.1177/00345237231160071
C. Bagley
The paper critically reflects on data derived from prolonged periods of ethnographic study in an economically disadvantaged white workingclass rural community in the North East of England. A central aim the study was to understand the culture of the village and to capture and penetrate the social relationships and meanings within that culture as understood by its inhabitants and their relationship with the local school (see Bagley and Hillyard, 2013, 2015, 2019; Hillyard and Bagley, 2013, 2015). The research employed participant observation inside the village and included semi-structured interviews with residents individually and collectively in a host of formal and informal settings. For the purposes of this paper, the research draws on those interviews conducted with white working-class young people aged 16-21 years old (N= 25), born in the village who were in neither education, employment nor training. The findings suggest the experiences of rural disadvantage for these young people results in them holding a strong relational metaphorical sense of belonging (Cuervo and Wyn, 2014) that draws on bonded social capital (Putnam, 1995) to help them survive.
本文批判性地反思了在英格兰东北部一个经济上处于不利地位的白人工人阶级农村社区进行的长期民族志研究所得的数据。该研究的中心目标是了解村庄的文化，并捕捉和渗透其居民及其与当地学校的关系所理解的文化中的社会关系和意义(见Bagley和Hillyard, 2013年，2015年，2019年;Hillyard and Bagley, 2013, 2015)。该研究采用了参与观察的方式，包括在正式和非正式的环境中对村民进行单独和集体的半结构化访谈。为了本文的目的，研究采用了对16-21岁的白人工人阶级年轻人(N= 25)进行的访谈，这些年轻人出生在村庄，既没有接受教育，也没有就业，也没有接受培训。研究结果表明，这些年轻人的农村劣势经历导致他们拥有强烈的关系隐喻归属感(Cuervo和Wyn, 2014)，并利用联系社会资本(Putnam, 1995)来帮助他们生存。
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Pub Date : 2023-02-06DOI: 10.1177/00345237231155835
Joseph A. Taylor, D. Hanuscin, Okhee Lee, Sharon J. Lynch, Molly AM Stuhlsatz, R. Talbot
In this paper, we critically examine the way in which scholars have traditionally defined and problematized attrition. Through a series of examples of large-scale intervention impact studies, we share insights about the sources and consequences of attrition that expand our notion of how and why attrition occurs. We also discuss potential steps for anticipating, mitigating, and responding to attrition in the dynamic context of schooling. By expanding our understanding of attrition, we hope to engage the field in further dialogue that could lead to policies and practices that might lessen the potential impacts not only on our ability to conduct research, but also our ability to advance the learning of teachers and their students.
{"title":"Sources and consequences of teacher attrition in large-scale intervention impact studies","authors":"Joseph A. Taylor, D. Hanuscin, Okhee Lee, Sharon J. Lynch, Molly AM Stuhlsatz, R. Talbot","doi":"10.1177/00345237231155835","DOIUrl":"https://doi.org/10.1177/00345237231155835","url":null,"abstract":"In this paper, we critically examine the way in which scholars have traditionally defined and problematized attrition. Through a series of examples of large-scale intervention impact studies, we share insights about the sources and consequences of attrition that expand our notion of how and why attrition occurs. We also discuss potential steps for anticipating, mitigating, and responding to attrition in the dynamic context of schooling. By expanding our understanding of attrition, we hope to engage the field in further dialogue that could lead to policies and practices that might lessen the potential impacts not only on our ability to conduct research, but also our ability to advance the learning of teachers and their students.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89173156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1177/00345237231152604
F. Su, M. Wood, R. Tribe
In Western societies, school pedagogies tend to be biased in favour of talk and emphasise the links between talking, thinking and learning. Thus talk is often privileged over silence as the basis for learning activities in classrooms, sustained by theories of learning which afford priority to talk. Such cultural bias towards talk means that by contrast, silence can be perceived negatively and construed as a form of ‘non-participation’. Through a systematic literature review of journal articles relating to silence as a pedagogical approach published between 2000 and 2021, this article reappraises the role and value of silence in school education. Some of the apparent paradoxes of silence as a pedagogical approach, different types and uses of silence in the classroom, cultural dimensions of silence and the relationships between silence, power and critical pedagogy are examined. The pedagogical importance of silence as a participatory approach to learning emerges as a significant point for educators and the paper offers some suggestions for potential applications in classroom practice.
{"title":"‘Dare to be silent’: Re-conceptualising silence as a positive pedagogical approach in schools","authors":"F. Su, M. Wood, R. Tribe","doi":"10.1177/00345237231152604","DOIUrl":"https://doi.org/10.1177/00345237231152604","url":null,"abstract":"In Western societies, school pedagogies tend to be biased in favour of talk and emphasise the links between talking, thinking and learning. Thus talk is often privileged over silence as the basis for learning activities in classrooms, sustained by theories of learning which afford priority to talk. Such cultural bias towards talk means that by contrast, silence can be perceived negatively and construed as a form of ‘non-participation’. Through a systematic literature review of journal articles relating to silence as a pedagogical approach published between 2000 and 2021, this article reappraises the role and value of silence in school education. Some of the apparent paradoxes of silence as a pedagogical approach, different types and uses of silence in the classroom, cultural dimensions of silence and the relationships between silence, power and critical pedagogy are examined. The pedagogical importance of silence as a participatory approach to learning emerges as a significant point for educators and the paper offers some suggestions for potential applications in classroom practice.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86849115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1177/00345237231152603
G. Vass
In recent years a suite of policies and practices that are strongly influenced by efforts to make the work of educators and education providers more accountable, have had a powerful impact across the sector in settings such as Australia. In part, this goes some way to explaining why many working in the teaching profession report being dissatisfied with their role in education, and significant numbers leave the profession within the initial 5 years in Australia. Both in this context and beyond, there is a growing chorus of voices that encourage finding ways to push back and interrupt the impacts of accountability initiatives in education. Teacher education is itself one of the contexts in which this contestation is playing out, and whether it be voiced in terms of reimagining, revolutionising, or reclaiming education, the core sentiment can be interpreted as a type of call to arms for those working with educators. In this paper, I will make the case that punk can productively contribute to efforts responding to the influences of dominant culture in education. Punk in this usage can be thought of as social practices that generate cultural resources that can be utilised to question and critique dominant culture.
{"title":"Punk teacher education: Finding ways to interrupt the harmful effects of teacher accountabilities","authors":"G. Vass","doi":"10.1177/00345237231152603","DOIUrl":"https://doi.org/10.1177/00345237231152603","url":null,"abstract":"In recent years a suite of policies and practices that are strongly influenced by efforts to make the work of educators and education providers more accountable, have had a powerful impact across the sector in settings such as Australia. In part, this goes some way to explaining why many working in the teaching profession report being dissatisfied with their role in education, and significant numbers leave the profession within the initial 5 years in Australia. Both in this context and beyond, there is a growing chorus of voices that encourage finding ways to push back and interrupt the impacts of accountability initiatives in education. Teacher education is itself one of the contexts in which this contestation is playing out, and whether it be voiced in terms of reimagining, revolutionising, or reclaiming education, the core sentiment can be interpreted as a type of call to arms for those working with educators. In this paper, I will make the case that punk can productively contribute to efforts responding to the influences of dominant culture in education. Punk in this usage can be thought of as social practices that generate cultural resources that can be utilised to question and critique dominant culture.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75093565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.1177/00345237231152605
Austina Frances Lee, G. Smith
Capitalism and its offspring, neoliberalism, are omnipresent in modern and postmodern societies. Illich, Giroux, and McLaren, among others, point to the futility and inequity of current models of education that focus on standardization, vocationalism, and conformity. Running counter to these powerful hegemonic systems, critical pedagogues and educational philosophers such as hooks and Silverman follow philosophers Frankfurt and Wolf in identifying a teaching approach rooted in love. Such an ethic embodies a robust, punk confrontation to potentially damaging, dehumanizing institutional norms perpetrated by current systems of schooling (Hewitt & Smith, 2020). The authors present and discuss vignettes as a duoethnographic study of one teacher’s work with a high school choir in Colorado Springs, USA, through which she works to engage young people as compassionate artistic citizens (Elliott & Silverman, 2015; Hendricks 2018). By teaching with love and by modeling love, she teaches young people to love, embracing what Noddings (2005) identifies as an ethic of care. This choral community demonstrates the messy, anarchist ideal that Wright (2019) highlights as a necessary future for music education, wherein the educator diverts from teaching solely to standardized expectations to address the affiliative needs of her students through a love that desires good for her students (Fromm, 1956; Noddings, 2005)
{"title":"Where is the Love, y’all? Punk Pedagogy in High School Choir","authors":"Austina Frances Lee, G. Smith","doi":"10.1177/00345237231152605","DOIUrl":"https://doi.org/10.1177/00345237231152605","url":null,"abstract":"Capitalism and its offspring, neoliberalism, are omnipresent in modern and postmodern societies. Illich, Giroux, and McLaren, among others, point to the futility and inequity of current models of education that focus on standardization, vocationalism, and conformity. Running counter to these powerful hegemonic systems, critical pedagogues and educational philosophers such as hooks and Silverman follow philosophers Frankfurt and Wolf in identifying a teaching approach rooted in love. Such an ethic embodies a robust, punk confrontation to potentially damaging, dehumanizing institutional norms perpetrated by current systems of schooling (Hewitt & Smith, 2020). The authors present and discuss vignettes as a duoethnographic study of one teacher’s work with a high school choir in Colorado Springs, USA, through which she works to engage young people as compassionate artistic citizens (Elliott & Silverman, 2015; Hendricks 2018). By teaching with love and by modeling love, she teaches young people to love, embracing what Noddings (2005) identifies as an ethic of care. This choral community demonstrates the messy, anarchist ideal that Wright (2019) highlights as a necessary future for music education, wherein the educator diverts from teaching solely to standardized expectations to address the affiliative needs of her students through a love that desires good for her students (Fromm, 1956; Noddings, 2005)","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81543485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.658
I. Berger, E. Ashton, J. Lehrer, Maria J. Pighini
This paper is a collective attempt to respond creatively to a research project we were part of entitled Sketching Narratives of Movement: Towards Comprehensive and Competent Early Childhood Educational Systems Across Canada. We share our slow process of thinking, collaborating, wondering, and pausing along with the figure of the snail as we improvise a nonlinear path towards an unknown future. We think-with various theories of change as a response to narratives shared by participants in the project’s knowledge mobilization events: two public webinars and the production of a series of short video interviews. The pandemic simultaneously (re)inscribed ECEC with familiar discourses and narratives, yet, it also issued forth the potential for new imaginaries. ECEC was suddenly positioned as a critical community life-sustaining space for entire systems stressed by a pandemic. Amidst the attention, however, “slimy” traces of chronic neglect, underfunding, and undervaluing of ECEC were gleaming. Given the unpredictable momentum, we argue that it is essential that we open up ECEC to different narratives of movement. To this end, we offer five theoretical capsules titled: Slowing, Desiring, Haunting, Hospicing, and Longing as provocations for storying care otherwise and for stirring ethical consideration with potentialities for slow activism in ECEC. Keywords: Early childhood education and care, Canada, theories of change, slow activism, haunting, hospicing, desire
{"title":"Slowing, Desiring, Haunting, Hospicing, and Longing for Change: Thinking With Snails in Canadian Early Childhood Education and Care","authors":"I. Berger, E. Ashton, J. Lehrer, Maria J. Pighini","doi":"10.37119/ojs2022.v28i1b.658","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.658","url":null,"abstract":"This paper is a collective attempt to respond creatively to a research project we were part of entitled Sketching Narratives of Movement: Towards Comprehensive and Competent Early Childhood Educational Systems Across Canada. We share our slow process of thinking, collaborating, wondering, and pausing along with the figure of the snail as we improvise a nonlinear path towards an unknown future. We think-with various theories of change as a response to narratives shared by participants in the project’s knowledge mobilization events: two public webinars and the production of a series of short video interviews. The pandemic simultaneously (re)inscribed ECEC with familiar discourses and narratives, yet, it also issued forth the potential for new imaginaries. ECEC was suddenly positioned as a critical community life-sustaining space for entire systems stressed by a pandemic. Amidst the attention, however, “slimy” traces of chronic neglect, underfunding, and undervaluing of ECEC were gleaming. Given the unpredictable momentum, we argue that it is essential that we open up ECEC to different narratives of movement. To this end, we offer five theoretical capsules titled: Slowing, Desiring, Haunting, Hospicing, and Longing as provocations for storying care otherwise and for stirring ethical consideration with potentialities for slow activism in ECEC.\u0000Keywords: Early childhood education and care, Canada, theories of change, slow activism, haunting, hospicing, desire","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86347619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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