This narrative inquiry of a lesson intended to develop perspective‐taking links our understanding of teachers as curriculum makers with a sociomaterial attunement to the ways that materials, forms, and time are also actors in producing curriculum. We offer a close reading of three classroom enactments of the same lesson and discuss ways that these instances of curriculum‐making expanded or diminished opportunities for elementary pupils to communicate shifts in perspective through personal narrative writing. We find temporal, spatial, and material resources, including schedules, technologies, and forms of assessment, to play key roles in shaping relations in curriculum making.
JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCHKelly-Ann MacAlpine is a PhD student in the Curriculum Studies Program at the Faculty of Education, Western University.With particular attention to early childhood education and care, she is curious about the posthumanist perspective that shifts the conversation from universal truths to boundless possibilities in the blurring of knowing and being. Her area of interest focuses on a pedagogy of listening and the ethics of the encounter through attending to the presence of multiple perspectives. By understanding the ever-evolving and complicated entanglement of human and nonhuman relationships in the process of meaning making, she seeks to research the emerging role of pedagogical documentation as it intersects curriculum and pedagogical practice.
Educational scholars and practitioners are confronting long-held anthropocentric pedagogical practices as well as notions of care. To trouble the notion of care, this article draws from the collaborative research that stories the collective experiences of children, educators, and researchers at an early years learning centre located in an emerging suburban enclave of a mid-sized city in southwestern Ontario, Canada. Our work is guided by the question of how we as educators and scholars reclaim and augment the politics of care. Through the practice of storying everyday encounters, we explore how emerging and precarious relations with more-than-human others, both real and imaginary, challenge anthropocentric notions of care.
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