Diffractions and (in) Between Spaces of Philosophy in a Reggio Emilia–Inspired Preschool

• In Event: 58.083 - Roundtable Session 26
  In Roundtable Session: 58.083-17 - Transgressive and Transformational Learning in Early Childhood Education

Abstract

This study examines pedagogic discourse in early childhood education. Four early educators from a Reggio Emilia inspired preschool in the Rocky Mountain region participated in this study. Several in-depth interviews and classroom observations served as the primary data. Diffractive methodology made visible the complexity of pedagogic discourse and the affective flows of philosophy using patterns of communication as a way of pulling apart the layers of discourse. Embedded within these layers are aspects of care, respect, and the negotiation of power and knowledge. This research has potential to provide an alternative space to critically reflect on the complexities of pedagogic discourse and to think through the ways philosophy is entangled in everyday, mundane classroom activities.

Author

• Angela Lewis, Colorado State University - Fort Collins