Hope is at the heart of the educational endeavour. Yet it is a challenge for educators to sustain a sense of hope in a worried world where terrorism, mass migrations, global warming and ultra-right political movements are on the rise. Acknowledging that hopefulness always involves risk, this article identifies three pedagogical practices which support potential and possibility in children: letting go of worry, engaging in the pleasures of forgetting, and learning to wait. Drawing on his work as an early childhood educator, AIDS advocate and caregiver to his aging parents, the author suggests that self-restraint – checking the impulse to fix and remediate – may be the most effective way to help others. Leaving aside excessive rules and abstract theories enables teachers to stay in the moment and in relation with others. Rejecting a blind hope that defends against remembering the ravages of personal and social histories, the author proposes embracing a modulated or educated hope (José Muñoz) that can keep us grounded in the real, even as we imagine the world differently.
Early childhood educator perceptions of risky play in an outdoor loose parts intervention
