Author: Narda Nelson

To think with others is to engage with diverse ways of knowing, but it is also to be exposed to the many consequential ways in which these ways of knowing shape worlds.  In the field, it is much more difficult to dismiss others’ understandings as ill informed or illogical.  Right or wrong, these are the understandings that structure modes of living…how do our particular histories, assumptions, and methods shape not only what we can see, but the worlds that we help to bring about? (p. 445)

Reference:

van Dooren, T. (2018). Thinking with crows: (Re)doing Philosophy in the field. Parallax, 24(4), 439-448.

Collective action will be much more effective in accomplishing the big, systemic change we truly need…

Both the coronavirus crisis and the climate crisis reveal that our world is inextricably interconnected, and it’s as strong or as fragile as those connections. We have to strengthen those connections. It is our only choice. The sun is going to rise again. And I’ll be right there with you. It may not feel like it, but whether we are miles apart or just six feet, we are all in this together.  (Heglar, 2020, para. 20)

Heglar, M. A. (2020, March 25). What Climate Grief Taught Me About the Coronavirus: How to find humanity amid an ever-present dread. The New Republic.

 

 

Early childhood education can never exist as a separate entity, divorced from the world around it. It is no magic cure-all and should never work in isolation. Most obviously it has relationships with other sectors of education, as well as with other areas of social policy. More broadly, if it acknowledges its contribution to future building, it must engage with other actors who also want to future build, for example organisations and movements working on issues such as sustainable development, participatory democracy, and social justice. This means, for example, creating what have been termed ‘pedagogical meeting places’ for early childhood, primary, secondary, higher and adult education, replacing the current obsession with ‘readiness’ (for the next stage of education) by opening up for dialogue and the creation of a new and shared ‘diagnosis of our times’, new and shared images of the child, new and shared understandings of education, learning and knowledge, and new and shared pedagogical practice. (Moss, 2017, p. 26)