Entangled Narratives
How Literate Histories of Early Childhood Educators Expand Possibilities Within Online Learning Spaces
Bibliographic Data
| ID | 22124191 |
|---|---|
| Authors | Kim Stewart (0000-0002-6228-5086), Kim A Stewart (St. Thomas University), Candace Gallagher (University of New Brunswick) |
| Year | 2020 |
| Pages | 69-74 |
| Publication date | 2020-10-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Childhood Studies (JOURNAL) |
| Journal identifiers | ISSN: 2371-4107 • E-ISSN: 2371-4115 |
| Publisher | University of Victoria Libraries (PUBLISHER) |
| DOI | 10.18357/jcs00019912 |
| OpenAlex | W3093522800 |
| Language | EN |
| References cited | 4 |
Feminist ways of being allow us to be vulnerable and willing to admit doubt and to live expanded views of early childhood education and teaching.These practices are characterized by a love ethic, attending to entanglements of heartmindbody. In this article, we rely on entangled narratives between ourselves and early childhood educators asking how valuing entangled relationships can expand creative possibilities within onlinelearning spaces. We draw from experiences within the newly established University of New Brunswick online bachelor of education in early childhood. Our research unfolds with a desire to value literate histories often silenced—sometimes lost—within standardized, institutional ways of being and becoming
Art · Bachelor · Developmental psychology · Early childhood · Early childhood education · Literature · Narrative · Pedagogy · Political science · Sociality · Sociology · Child Development and Digital Technology · Digital Storytelling and Education · Gender Studies · Law · Literacy, Media, and Education · Psychology
| Highly cited | No |
|---|