Explorations Across National Borders: Wor(l)ding Differences Together

Abstract

In this article, we explore expansions of our perspectives on pedagogical phenomena in Early Childhood Education through textual- and meta-textual encounters and open-ended dataphilosophy. This implies experimenting with our epistemic understandings of pedagogies and pedagogical research and the ontological models that we have brought to bear. The texts revolve around working doubts, development of pedagogical thoughts and research, and formation of mental images, worldviews, and values. Researchers from Russia and Norway write texts potentializing the shaping of other configurations of—and models for knowledge production—thinking, critiquing, and learning. Our aim is to explore significant conceptual frameworks needed to build up complex research perspectives and dialogic observation cultures through storying across borders.

Inclusive Education Of Students With Health Limitations

“…It should be noted that the current situation is characterized by a significant increase in the risks of inclusive education, including the insufficient sensitivity of teachers to the individual demonstrations of a particular student, the dynamics of their educational needs, which does not allow fully revealing the educational potential of each child (Chernik et al, 2019). Our analysis of a large amount of information showed that in the current practice of inclusive education in the field of individualizing the activities of students with health limitations, such components as professional flexibility, compromise, creativity, communication, empathy are not adequately reflected.…”