With(in) the Forest: (Re)conceptualizing Pedagogies of Care
unsettling our deeply held conceptualizations of
care through a series of pedagogical stumblings
with young children’s worldly forest relations.
increasing sense of urgency in contemporary
calls to teach children how to care for the earth.
intra-active pedagogies of care
increasing sense of urgency in contemporary
calls to teach children how to care for the earth
ecocidal logics that are so deeply
ecocidal means = the destruction of large areas of the natural environment by such activity as nuclear warfare, overexploitation of resources, or dumping of ...
care through a series of pedagogical stumblings
with young children’s worldly forest relations.
increasing sense of urgency in contemporary
calls to teach children how to care for the earth.
intra-active pedagogies of care
increasing sense of urgency in contemporary
calls to teach children how to care for the earth
beyond
simply retooling the extractive settler-colonial
stewardship frameworks that brought us to
this era of uncertainty?
simply retooling the extractive settler-colonial
stewardship frameworks that brought us to
this era of uncertainty?
What constitutes good care in troubling times?
what it means to be in care-full relationships with others?
a common
worlding approach reframes childhood as collective and relational rather than individualistic and develop
a commitment to learn to think and do
diffrently together with materials, place, plants, animals, and landscape forms in response to the way status-quo
ways of thinking and doing have contributed to the making, and everyday remaking, of the dangerous times in
which we now fid ourselves.
worlding approach reframes childhood as collective and relational rather than individualistic and develop
a commitment to learn to think and do
diffrently together with materials, place, plants, animals, and landscape forms in response to the way status-quo
ways of thinking and doing have contributed to the making, and everyday remaking, of the dangerous times in
which we now fid ourselves.
excellent quote:
The recognition that … critical changes in earth systems are primarily human-induced carries
ethical implications for early childhood pedagogies. We can no longer afford the illusion of
our separateness from the rest of the natural world and so educators and young children must
rethink understandings of our responsibilities to the common world with share with other living
beings. (p. 45)
ethical implications for early childhood pedagogies. We can no longer afford the illusion of
our separateness from the rest of the natural world and so educators and young children must
rethink understandings of our responsibilities to the common world with share with other living
beings. (p. 45)
ecocidal logics that are so deeply
embedded in contemporary Canadian society
ecocidal means = the destruction of large areas of the natural environment by such activity as nuclear warfare, overexploitation of resources, or dumping of ...
colonialism as an ongoing form of violence
Thinking about care and education -
as a profoundly more-than-human phenomenon
care as “a form of political and ethical practice
that ‘holds things together’
Care emerges here as a contestable notion, one reproduced through our everyday relations.
that ‘holds things together’
Care emerges here as a contestable notion, one reproduced through our everyday relations.
rethink the “why” and “how” we care for and with others
the values mainstream society infuses with everyday acts of caring for ourselves, plants, animals,
and the places we live simultaneously play a role in reproducing global systems of catastrophic loss
he question becomes whether we can learn to care diffrently and appreciate modes
of care in a way that resists carving care up into the imagined divide of so-called human interests versus morethan-human others, so oftn depicted as little more than resources to be managed for our (human) benefi.
and the places we live simultaneously play a role in reproducing global systems of catastrophic loss
he question becomes whether we can learn to care diffrently and appreciate modes
of care in a way that resists carving care up into the imagined divide of so-called human interests versus morethan-human others, so oftn depicted as little more than resources to be managed for our (human) benefi.
the tendency to pastoral paternalism
If the point of engaging in forest pedagogies is to foreground our shared vulnerabilities and responsibilities with others in an effrt to imagine new possibilities for living together, it seems to us that thinking expansively about what it means
to care and who is capable of this everyday act is an important part of the process.
If the point of engaging in forest pedagogies is to foreground our shared vulnerabilities and responsibilities with others in an effrt to imagine new possibilities for living together, it seems to us that thinking expansively about what it means
to care and who is capable of this everyday act is an important part of the process.
beyond what we have been taught about stewardship and enhancing childhood development (Nxumalo, 2016; Taylor, 2017).
messy attempt to acknowledge the forest as an active participant in coshaping our
experiences and thoughts throughout this discussion.
p. 49
messy attempt to acknowledge the forest as an active participant in coshaping our
experiences and thoughts throughout this discussion.
p. 49
very important
3 categories - what do I look out when I'm out with children?
the emergence of the EuroWestern binary notion of a nature/culture divide in forest moments and the subsequent conceptual fault line this
imagined split creates, also known as anthropomorphism,
unsettling the frameworks we unconsciously invoke in choosing to care for (or neglect)
certain creatures and the places they call home.
working with a common worlding approach means “[taking] account of children’s relations with
all the others in their worlds—including the more-than-human others” (p. 108).
Rather than focusing on picking up garbage within the good/bad binary descriptors attached to acts of “recycling
care,” perhaps we need to shif the focus to how these acts might impede or promote others’ ability to care.
imagined split creates, also known as anthropomorphism,
unsettling the frameworks we unconsciously invoke in choosing to care for (or neglect)
certain creatures and the places they call home.
working with a common worlding approach means “[taking] account of children’s relations with
all the others in their worlds—including the more-than-human others” (p. 108).
Rather than focusing on picking up garbage within the good/bad binary descriptors attached to acts of “recycling
care,” perhaps we need to shif the focus to how these acts might impede or promote others’ ability to care.
disrupting simplistic
top-down Euro-Western stewardship models that have contributed to creating the frameworks that underscore
untenable patterns of living.
top-down Euro-Western stewardship models that have contributed to creating the frameworks that underscore
untenable patterns of living.
(Re)conceptualizing pedagogies of care is important in our work as early years educators. Th way we learn to
understand what it means to care, who gets to care, who is constructed as deserving of care or as a passive recipient
of care shapes consequences and inflences the way we world together.
understand what it means to care, who gets to care, who is constructed as deserving of care or as a passive recipient
of care shapes consequences and inflences the way we world together.
Comments
Post a Comment