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Session 2 Thinking with Common World Pedagogies 

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Session 2 Thinking with Common World Pedagogies 

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Common world pedagogies is conceptual framework developed to reconceptualise inclusion in early childhood communities. It takes account children’s relation with all others in their world including the more than human others. Ethics and politics of living together in this world. Place is also pivotal for understanding and inherit pedagogies. To unfold the idea of common world this concept help to unfold community to early childhood education. For community to survive common interest they must attend to common interest, and they are the matter of collective responsibility. Gibson Graham refer it to as common management as requiring ethical practice, but we could also extend to ethic of care of common democratic early childhood community, she also question “who belong”. Political question common ground of communities are always political. In western way of Plato’s Republic just society is one society privilege than other. In Latour common world extend early childhood as civic spaces for participation democracy and inclusion. It require to be open radically to composition of these worlds. When we are curious about where we are, who we are and what is there with us, we find hitherto unknown dimensions to our common world. In Latour way of thinking about common as collective action as well as collective way of thinking has influenced thinking about inclusion as progressive and generative act.

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What does a good teacher mean?
A good teacher means compassionate, caring, inclusive, respectful, listening to children, open-minded in her teaching and understanding each child well, responding to their needs/interests in her class, and planning accordingly.
According to Agius (2005), it says a teacher should be classroom ready, wide-awake, and open to diversity and complexity in early childhood. It includes the economic, social, political, and cultural contexts in which she lives in. A discourse of meaning-making and creating multiple perspectives to emerge
(Pacini-Ketchabaw, et al., 2015). Within this discourse Within this discourse, uncertainty, rather than a universal truth, is embraced. This is important because when 'classroom ready' early childhood teachers seek to participate with children, families, and communities, there are opportunities to resist dominant understandings of teaching and learning that normalize, marginalize, and universalize. Judgments and decisions are constantly being made, being present requires questioning and wondering about how and why they act, who benefits from their actions, and who might be silenced. 'Being present is a practice that classroom-ready teachers must always be working on, “ethical and philosophical choices, judgments of value, made in relation to the wider questions of what we want for our children here and now and in the future· Dahlberg, Moss, & Pence, 2007. This recognises the politics of teaching and how being present is not separated but entangled with all different bodies of knowledge.

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Pedagogical Narration Kim Atkinson address pedagogical facilitator address how to incorporate pedagogical narration into practice. Reggio Emilia approach had inspired educators to document to make learning visible. She writes her experience of engaging with pedagogical narrations is recording through photos, videos, transcript the ordinary moments of children play. It allows to reflect theories and strategies children develop way social relationship are explored, and making meaning that children undertake. In these moments we can see children as competent, capable, explores of the world and can understand their thinking and create meaningful opportunities to expand their thinking. BC Early Learning framework states: Critical reflection is crucial shift it is art of thinking deeply about fundamental beliefs. Developmentally Appropriate thinking is embedded in our thinking and in curriculum. As educator we plan our program by introducing themes, activities, and materials that correspond with what is best for children’s growth and development. However, scholars have recognized that looking developmental means only looking through one lens to view children with other postmodern perspective means to we challenge common knowledge and explore new views, points, and action. Through intentional and critical reflection can began to see children as capable learners who are continually constructing knowledge and theories. Rather than thinking what children need to know we can begin to think what children already know. If we began to view children as competent and capable as continually researching the world and how it works the new ways of being with children emerge, new ways of thinking and doing our practice.

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Rethinking Quality in Early Childhood from Postmodern perspective it began with question of what quality mean in EC setting it provided the impetus for Investigating Quality QI project. Primary strategy that set minimum standards group size, health, and safety etc and promote “best practices “that have prescribed activities for young children, to foster optimal development EC Environment rating and Infant Toddler Environment Rating is widely used examples. Recent years School Readiness using Early Development Instrument which measures children’s social, language, physical, cognitive development in kindergarten has enabled risks and vulnerabilities of classrooms. What views of children and educator are privileged in these definitions and what views are marginalized? In these narrow-framed definitions educator implements already specified development and learning goals were articulated outside complex socio-political context within children live and practice is shaped and enacted. Questioning quality EC spaces children, families’ educators, engage, interact open possibilities for program quality are much more dynamic than those that can be achieved minimum standard approach. Situating meanings of quality outside of dominant social and political landscape requires looking beyond uniform definitions of quality and asking critical questions about complex issues as they arise in practice. Some questions How children negotiate subjectivity? How they engage with material and discursive environments? How do children learn and become, with others in the context of the classroom? Moving Toward Discourse of Meaning-Making quality rather, being discussed in terms of abstract measures, can be viewed as situated pedagogical experience. By this we mean that quality isn’t located somewhere “out there” it found in here and how of each educator’s practice. In this way, quality emerges as response to local circumstances and interactions, including social and cultural context engaging with quality as subjective, contingent, complex and multi-faceted has moved us toward a discourse of meaning making.

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What does it mean by Place-thought?
In Catherine Hamm's article Walking with Place article, she aims to draw concepts from Vanceia Watts's concept to try to create new reconciliation pedagogy and engage in place thougth-walk, as thinking about place in different way by drawing on the idea that land is "alive and thinking" and focusing on Aboriginal knowledge ways of knowing, notion of learning to be affected and concept of pastpresent as usfuel way to pay attention in viewing the land differently.
Thinking with place thought Watts tell Anishinaable creation of story about how sky women fell through hole in sky, landed on the back of the turtle and formed the earth. Watts argus that these stories are not myths, but historical accounts of interconnections between human and the more than human, describe theoretical understanding of world via a physical embodiment it is diffrent to Western way of thinking and that place-thought is based on land is alive and thinking and humans and non-humans derive agency through extension of these thoughts. Aboriginal land is important for Indigenous people and they are part of land and it requires communication and care, as well as interacting with nonhumans. As she draws these two ideas together of Anishinaable and Watts concept of place, though this way of thinking serves inspiration for exploring generation of reconciliation of pedagogy.

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Hamm, C., 2022. Walking with Place: Storying Reconciliation Pedagogies in Early Childhood Education. [online] Vuir.vu.edu.au. Available at: <https://vuir.vu.edu.au/27901/1/06_Hamm%20FINAL.pdf> [Accessed 17 October 2022].

Informit. 2022. Being present. [ONLINE] Available at: https://search.informit.org/doi/epdf/10.3316/informit.360907725116662. [Accessed 18 October 2022].

Sage publications. 2022. Pg108-119. [ONLINE] Available at: https://journals.sagepub.com/doi/epdf/10.2304/ciec.2012.13.2.108. [Accessed 19 October 2022].

jbccs. 2022. pg3-7. [ONLINE] Available at: http://www.jbccs.org/uploads/1/8/6/0/18606224/pedagogical_narration.pdf. [Accessed 22 October 2022].