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DOING PEDAGOGICAL CONVERSATIONS (WITH SPIRITUALITY AND FAT) AS PEDAGOGUES IN EARLY CHILDHOOD EDUCATION

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Land N., Montpetit M.

Pedagogický časopis (Journal of Pedagogy)

2018

vol. 9

issue 2

79 – 100

In this article, the authors respond to emerging articulations of the work of a pedagogue or pedagogical facilitator in early childhood education in Canada. This article is grounded in two intentions: we (1) share the tentative pedagogical conversations that we have as a pedagogue who centre particular concerns, interests, and accountabilities; and we (2) launch our conversation from our desire to re-imagine how everyday pedagogies shape children’s experiences with spiritual knowing and children’s relations with fat. Sharing a narration from a pedagogical inquiry research project, we each offer a familiar developmental reading of the moment, gesture toward a partial re-engagement grounded in post-developmental pedagogies, and then weave our thinking with spirituality and fat together to complex our propositions. We intentionally refuse to define the work of a pedagogue in universal or technical manner. Instead, we argue that putting our pedagogue work into conversation draws our practices into uneasy, difficult, often contradictory relations and makes visible some potential futures (and their exclusions) we enact as we work to answer to the complex education spaces we inherit and re-create with educators and children.

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1 Pedagogický časopis (Journal of Pedagogy)

1 Land N.

1 Montpetit M.

1 2018

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DOING PEDAGOGICAL CONVERSATIONS (WITH SPIRITUALITY AND FAT) AS PEDAGOGUES IN EARLY CHILDHOOD EDUCATION