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Doing pedagogical conversations (with spirituality and fat) as pedagogists in early childhood education

Journal of Pedagogy, 2018-12, Vol.9 (2), p.79-100 [Peer Reviewed Journal]

2018. This work is published under http://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1338-1563 ;ISSN: 1338-2144 ;EISSN: 1338-2144 ;DOI: 10.2478/jped-2018-0012

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  • Title:
    Doing pedagogical conversations (with spirituality and fat) as pedagogists in early childhood education
  • Author: Land, Nicole ; Montpetit, Meagan
  • Subjects: Child Development ; Child Health ; childhood obesity ; children’s spirituality ; Culturally Relevant Education ; Early Childhood Education ; Foreign Countries ; Indigenous Knowledge ; Indigenous Populations ; Instruction ; Obesity ; pedagogist ; Pedagogy ; post-developmental pedagogies ; Preschool Teachers ; Spiritual Development ; Spirituality ; Teacher Role ; Teaching Methods
  • Is Part Of: Journal of Pedagogy, 2018-12, Vol.9 (2), p.79-100
  • Description: In this article, the authors respond to emerging articulations of the work of a pedagogist 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 pedagogists 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 knowings 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 complexify our propositions. We intentionally refuse to define the work of a pedagogist in a universalizable or technical manner. Instead, we argue that putting our pedagogist 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.
  • Publisher: Warsaw: Sciendo
  • Language: English;Czech
  • Identifier: ISSN: 1338-1563
    ISSN: 1338-2144
    EISSN: 1338-2144
    DOI: 10.2478/jped-2018-0012
  • Source: Education Resources Information Center (ERIC)
    De Gruyter Open Access Journals
    ROAD: Directory of Open Access Scholarly Resources
    ProQuest Central
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