On hard work in early childhood education pedagogical inquiry research—Or, how do we do hard work while researching together
Bibliographic Data
| ID | 21747237 |
|---|---|
| Authors | Nicole Land (0000-0001-9645-9550, Toronto Metropolitan University, corresponding author) |
| Year | 2023 |
| Volume | 20 |
| Issue | 3 |
| Pages | 228-249 |
| Publication date | 2023-07-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Curriculum and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1550-5170 • E-ISSN: 2156-8154 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15505170.2022.2025958 |
| OpenAlex | W4211240010 |
| Language | EN |
| References cited | 38 |
Drawing on public writing from a pedagogical inquiry research project collaboration between three early childhood educators, a pedagogist-researcher, and preschool-aged children, this article debates how pedagogical inquiry research becomes “hard work.” Against the backdrop of mainstream early childhood education in the lands currently known as Canada, where research is often conducted toward producing universalized best practices or contributing to the machine of child development, this article pays patient attention to rhythms, tensions, and practices of attuning that animated our research, pausing and unpacking moments that felt especially like “hard work.” Refusing to see “hard work” for its colloquial neoliberal connotations, we ask how hard work happens and how hard work makes happen. Thinking with three modes of hard work—remembering, dis/placing and re-placing, and manifesting into a commons—we share questions and encounters that crafted a character of hardness within our laboring together. Importantly, we resist naming all that might be hard work in pedagogical inquiry research, instead inviting readers to consider the situated, slippery, and continually made and re-made contours of hard work in pedagogical inquiry research
Early childhood education · Educational research · Epistemology · Mainstream · Memory work · Pedagogy · Political science · Scholarship · Situated · Sociology · Unpacking · Children's Rights and Participation · Computer Science · Early Childhood Education and Development · Posthumanist Ethics and Activism
Decolonizing Place in Early Childhood Education
Deconstructing Developmental Psychology
Propositions toward educating pedagogists
Weaving pedagogy in early childhood education
Interrupting Purity in Andean Early Childhood Education
Explorations of the Tensions and Potentials of De-Centering the Human in Early Childhood Education Research
Unruly Voices
Developments
Disrupting Anti-Blackness in Early Childhood Qualitative Inquiry
Place-based disruptions of humanism, coloniality and anti-blackness in early childhood education
Caring about care
Getting to know movement differently
Geotheorizing mountain–child relations within anthropogenic inheritances
Tracing, interrogating, and re-imagining how physical development matters in Canadian early childhood studies
The Transversality of New Materialism
Towards ‘refiguring presences’ as an anti-colonial orientation to research in early childhood studies
Pedagogical gatherings in early childhood education
Manifesting living knowledges
Dear Science and Other Stories
The Common Worlds of Children and Animals
With shadows, dust and mud
Some Keywords Toward Decolonial Methods
Living a Feminist Life
An Indigenous Feminist's Take On The Ontological Turn
From Environmental Case Study to Environmental Kin Study
Countering the conceits of the Anthropos
Simians, Cyborgs, and Women
| Highly cited | No |
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