A pedagogy of biocentric relationality

10.26686/wgtn.12738221 ◽

2020 ◽

Author(s):

Jenny Ritchie

Keyword(s):

Early Childhood ◽

Cultural Challenges ◽

Current Climate ◽

Early Childhood Care ◽

Childhood Care ◽

A Site ◽

Climate Crisis

This paper theorises some implications for pedagogies for 'sustainabilities' in the light of the current climate crisis, reflecting particularly upon the work of 'eco-feminist philosopher, Rosi Braidotti, in order to re-imagine a pedagogy of biocentric relationality. A notion of complex, inter-related sustainabilities is promoted as holding pedagogical promise in response to the ecological and cultural challenges of our times. The discussion then moves to focus on Aotearoa as a site for place-based pedagogies founded in local Indigenous understandings. Lastly, some examples from a recent study within early childhood care and education settings in Aotearoa are employed to illustrate some pedagogical possibilities.

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Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity

10.26686/wgtn.12736208.v1 ◽

2020 ◽

Author(s):

Jenny Ritchie

Keyword(s):

Early Childhood ◽

New Zealand ◽

Dominant Culture ◽

Childhood Education ◽

Attitudes And Practices ◽

Aotearoa New Zealand ◽

Early Childhood Care ◽

Childhood Care ◽

Climate Crisis ◽

Opening Up

© 2016, © The Author(s) 2016. In this article it is argued that notions of ‘quality’ in early childhood education have been captured by neo-liberal discourses. These discourses perpetuate the western, individualistic, normativising and exploitative attitudes and practices that are contributing to the climate crisis currently imperilling our planet. Educators may inadvertently perpetuate this situation, or they can instead consciously challenge this dominant culture, opening up spaces of divergence. Via a sequence of short scenarios or stories based within the early childhood care and education context of Aotearoa (New Zealand), readers are invited to consider alternative conceptualisations, drawing on post-humanist and Indigenous theorising, which focus on fostering dispositional qualities that holistically engage intra-actively with(in) children’s worlds.

Download Full-text

Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity

10.26686/wgtn.14253344.v1 ◽

2021 ◽

Author(s):

Jenny Ritchie

Keyword(s):

Early Childhood ◽

New Zealand ◽

Dominant Culture ◽

Childhood Education ◽

Attitudes And Practices ◽

Aotearoa New Zealand ◽

Early Childhood Care ◽

Childhood Care ◽

Climate Crisis ◽

Opening Up

© 2016, © The Author(s) 2016. In this article it is argued that notions of ‘quality’ in early childhood education have been captured by neo-liberal discourses. These discourses perpetuate the western, individualistic, normativising and exploitative attitudes and practices that are contributing to the climate crisis currently imperilling our planet. Educators may inadvertently perpetuate this situation, or they can instead consciously challenge this dominant culture, opening up spaces of divergence. Via a sequence of short scenarios or stories based within the early childhood care and education context of Aotearoa (New Zealand), readers are invited to consider alternative conceptualisations, drawing on post-humanist and Indigenous theorising, which focus on fostering dispositional qualities that holistically engage intra-actively with(in) children’s worlds.

Download Full-text

Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity

10.26686/wgtn.14253344 ◽

2021 ◽

Author(s):

Jenny Ritchie

Keyword(s):

Early Childhood ◽

New Zealand ◽

Dominant Culture ◽

Childhood Education ◽

Attitudes And Practices ◽

Aotearoa New Zealand ◽

Early Childhood Care ◽

Childhood Care ◽

Climate Crisis ◽

Opening Up

© 2016, © The Author(s) 2016. In this article it is argued that notions of ‘quality’ in early childhood education have been captured by neo-liberal discourses. These discourses perpetuate the western, individualistic, normativising and exploitative attitudes and practices that are contributing to the climate crisis currently imperilling our planet. Educators may inadvertently perpetuate this situation, or they can instead consciously challenge this dominant culture, opening up spaces of divergence. Via a sequence of short scenarios or stories based within the early childhood care and education context of Aotearoa (New Zealand), readers are invited to consider alternative conceptualisations, drawing on post-humanist and Indigenous theorising, which focus on fostering dispositional qualities that holistically engage intra-actively with(in) children’s worlds.

Download Full-text

Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity

10.26686/wgtn.12736208 ◽

2020 ◽

Author(s):

Jenny Ritchie

Keyword(s):

Early Childhood ◽

New Zealand ◽

Dominant Culture ◽

Childhood Education ◽

Attitudes And Practices ◽

Aotearoa New Zealand ◽

Early Childhood Care ◽

Childhood Care ◽

Climate Crisis ◽

Opening Up

© 2016, © The Author(s) 2016. In this article it is argued that notions of ‘quality’ in early childhood education have been captured by neo-liberal discourses. These discourses perpetuate the western, individualistic, normativising and exploitative attitudes and practices that are contributing to the climate crisis currently imperilling our planet. Educators may inadvertently perpetuate this situation, or they can instead consciously challenge this dominant culture, opening up spaces of divergence. Via a sequence of short scenarios or stories based within the early childhood care and education context of Aotearoa (New Zealand), readers are invited to consider alternative conceptualisations, drawing on post-humanist and Indigenous theorising, which focus on fostering dispositional qualities that holistically engage intra-actively with(in) children’s worlds.

Download Full-text