Place, matters of concern, and pedagogy: Making impactful connections with our planet

Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethi...

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Bibliographic Details
Published in:Journal of early childhood teacher education 2017-04, Vol.38 (2), p.121-135
Main Authors: Iorio, Jeanne Marie, Hamm, Catherine, Parnell, Will, Quintero, Elizabeth
Format: Article
Language:English
Subjects:
Early Childhood Education
Educational Research
Environmental Education
Foreign Countries
Learning Activities
Place Based Education
Research Projects
Teaching Methods
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Summary:Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethinking these relationships and in particular, the relationship between children and planet. In this article, we articulate the actions and positioning of teachers in three different research studies and various contexts (Victoria, AUS; Oregon, USA; California, USA) utilizing Latour's (2004) 'matters of concern' as a framework to rethink engagement and relationality. Each project considers how place can be a provocation that makes visible the entanglement of children, families, teachers, and the more-than-human as a way to rethink pedagogy. The limitations, tensions, and possibilities that occur within and across these entanglements are explored, highlighting how the enacted practices could disrupt dominant early childhood discourses and practices.
ISSN:1090-1027
1745-5642
DOI:10.1080/10901027.2017.1306600