How does Arbutus Place engage in a practice of radical noticing in the spaces we inherit, and how do we bring that noticing into dialogue with educators and children? Radical noticing encourages a person to focus on details as a way to understand the bigger picture. The solidarity encampment on campus is an entry point – and invitation of sorts – to understand the bigger issue of the bombardment of Gaza and the geo-political realities that children in that region face, and our role as university employee’s whose pension contributions are bound to this conflict. We grapple with the role of silence as we are called witness what is happening in Gaza, as silence is a choice. By choosing silence we wonder whose experiences are we silencing further, or rendering invisible. What are our ethical commitments to our practice as educators? What conversations do we ‘invite in’ versus intentionally exclude from everyday dialogue in our programs, and how does this contribute to our image of the child and their ability to engage with complex topics? Are we contributing to societal notions of “the innocent child” by assuming that children are not already aware of on-going worldly issues? What does it say about our image of the educator as comfortable with risk and our ability to lean deeply into tough conversations? We don’t want to make choices for the children by not saying anything, so how do we invite in the affectual side of these moments of noticing?
Thank you Jo and the Arbutus Place team for so eloquently identifying the thoughts and questions that I’ve also been pondering. Silence does feel like complicity but I’m also not certain of the steps forward in our practice with children given the many complexities.
I am moved by your decision to acknowledge what is unfolding on our campus and drawing our attention to it, that in itself is a radical decision. The image of the innocent child often makes me think of how political childhoods really are, what happens to the innocent children of war? how do we protect them when they have no choice but to watch and be affected what is unfolding?
our pedagogical decisions in everyday practice shows up in the most ordinary moment and during moments of tension. I appreciate Arbutus’ thoughtfulness to tie the encampment back to education.
You have reminded me of Biesta:
“I meet a lot of people who think education is something practical and something easy. and when you begin to ask questions than people begin to say its too difficult, they say oh yeah that’s philosophy or its too abstract. I find that odd because i think education is the most important things we do as human beings, with each other in a sense its fundamental to everything.”
not sure what the answer is, but I do agree that it is complex – and maybe noticing is starting somewhere in the between.
Thank you Arbutus Place educators for your radical noticing.