“Watch Out for Their Home!”

Disrupting Extractive Forest Pedagogies in Early Childhood Education

Bibliographic Data

ID22124205
AuthorsNancy Van Groll (0000-0002-3903-0413, Université du Québec à Montréal, corresponding author), Harriet Fraser (0000-0003-1373-3978, Université du Québec à Montréal), Heather Fraser
Year2022
Pages47-53
Publication date2022-06-16
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Childhood Studies (JOURNAL)
Journal identifiersISSN: 2371-4107 • E-ISSN: 2371-4115
PublisherUniversity of Victoria Libraries (PUBLISHER)
DOI10.18357/jcs202219894
OpenAlexW4283019497
LanguageEN
References cited10

The frictions of living and learning in times of climate precarity, global unrest, and uncertainty require educators to consider the ways we can collectively engage in speculative pedagogies that respond to the complex, coinherited common world(s) we inhabit. This conceptual and practice-based paper considers the way early childhood education is implicated in ongoing settler colonialism. It aims to notice, generate, and stay with the trouble of stories that disrupt and unsettle the extractive and colonial dialogues about the forest as a resource and pedagogical tool

Colonialism · Developmental psychology · Early childhood · Environmental ethics · Notice · Political science · Precarity · Sociology · Unrest · Children's Rights and Participation · Early Childhood Education and Development · Gender Studies · History · Indigenous and Place-Based Education · Psychology

Tools

Open DOIOpen Access