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The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflectio...
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Context 1
... are active, reflective, critical thinkers in this planning process. Figure 2 is a working model of the co-inquiry processes we are using to support curriculum meaning making with Play, Participation, and Possibilities. As we engaged with educators in the co-inquiry process, we introduced two tools into the cycle to support curriculum meaning making: talking the documentation and curriculum cross-checking. ...
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Adolescents spend over 50% of a 24-hour period and 63% of the school day sedentary. Few comprehensive qualitative studies have explored teachers’ and students’ perceptions of potential strategies to reduce sedentary behaviour (SB) in the secondary school setting. This project aimed to elicit students’ and teachers’ perspectives of feasib...
Citations
... 37). We followed a similar path in Alberta, working with early childhood educators to document stories of curriculum that was "already happening" as a starting point for pedagogical conversations (Hewes et al., 2019). Resources made available through the research project made it possible for educators to talk with one another during their workday about what they were doing and experiencing with children and families, and what they wanted to do. ...
... Anna Szylko (as cited in , one of the project pedagogical mentors, recognized, "Our staff meetings will never be about 'who left the lint in the dryer' again." Rebekah McCarron (as cited in Hewes et al., 2019), a new early childhood educator, realized a change in her sense of herself as an educator: "What I do does matter, and this realization has forever changed me" p. 49). These were heady times, when it sometimes felt like practice had leapt out ahead of theory, leaving the research team behind in our "bumptiousness" (Haraway, 2016, p. 1). ...
... These were heady times, when it sometimes felt like practice had leapt out ahead of theory, leaving the research team behind in our "bumptiousness" (Haraway, 2016, p. 1). We wrote and published and presented collaboratively alongside educators about this story of change (Hewes et al., 2019;Hewes et al., 2016;Makovichuk et al., 2017;Whitty et al., 2018). As others have noted, the ELCC frameworks have been helpful in moving thought and practice away from and beyond developmentalism, and towards story as the starting point for pedagogy. ...
In Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With COVID-19, renewed economic arguments propose ECEC as an essential service, jump-starting an economy ravaged by the pandemic. Taking up a conversational approach, we question the potency of dominant narratives proliferated in media and policy initiatives as a way to effect large-scale change, and we seek to better understand alternative narratives of ECEC. We are drawn to those spaces where a range of new texts and narratives are generating possibilities for transformative changes. We co-create a bricolage of minor stories (Taylor, 2020) of change, keeping in mind Eve Tuck’s (2018a) theory of change and Elise Couture-Grondin’s (2018) premise of stories as theory. Keywords: early childhood education, policy, change, COVID-19, colonialism, throwntogetherness
Driven by increasing inequities in health, education and social outcomes for Aboriginal people, cultural competence professional development has become more commonplace in many organizations. There are hundreds, possibly thousands, of cultural awareness, cultural sensitivity, or cultural competence professional development workshops held throughout Australia each year. However, there is an uncertainty about whether some professional development approaches improve one’s knowledge, skills and attitudes towards diverse cultures. This article presents one of the key findings of a doctoral study which explored early years educators’ understandings of cultural competence and presents several viewpoints towards professional development. This article calls for approaches to professional development that move beyond passive transmission modes of learning towards localized, participatory models that encourage engagement with local community to privilege a diversity of voices and that also inspires critical self-reflection.
