Common Worlding Pedagogies: Unsettling Early Childhood Curriculum

Session Type: Symposium

Abstract

The purpose of this symposium is to share stories of/from common worlding pedagogies that work to unsettle the colonial sediments that continue to shape early childhood curriculum. By drawing attention to historical continuities and geographical dispersals with/in young children’s common worlds, the presenters challenge hegemonic Western developmental approaches to curriculum. They attend to soil biopolitics, geological subjectifications, multispecies undergrounds, and politics of refuse by offering compact, fractured, and entangled text-film-analysis-image provocations from four early childhood pedagogy research projects that unsettle colonial sediments. Following the four papers, the discussant will lead the panellists and symposium participants in a discussion about the ethico-political curricular eruptions that emerge from these common worlding pedagogies.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 3: Methodologies and Ethics (The Shapes of Curriculum)

Chair

• Nicole Land, University of Victoria

Papers

• Worm-Child Curricular Discontents: Multispecies Relations as Sites for Producing Counternarratives - Narda Nelson, University of Victoria

• Child-Mountain Geologic Entanglements as Refusals of Settler Colonial Erasures in Curriculum-Making - Fikile Nxumalo, The University of Texas - Austin

• Textile Encounters: Practicing With/in a Knotty Curriculum - Denise Hodgins, University of Victoria; Veronica Pacini-Ketchabaw, University of Victoria

• Accessing New Directions in Early Childhood Education by Thinking With Land and Engaging With Foxes - Mary Caroline Rowan, University of New Brunswick

Discussant

• Affrica Taylor, University of Canberra