Advertisement

Playing with Learning: Childhood Pedagogies for Higher Education

  • Theresa Giorza
Part of the Palgrave Critical University Studies book series (PCU)

Abstract

This chapter takes an ecologically aware, post-humanist position in relation to the challenge of educating the ‘Citizen Scholar’ through innovative pedagogies. This means paying attention to the ‘more-than-human’ nature of our teaching and learning environments (Lenz Taguchi, 2010). This position de-centres the scholar in relation to the interplay of the multiple and changing forces that characterise our learning. Drawing on two ‘childhood pedagogies’, described in detail below, I discuss the dynamic intra-actions that play out in the classroom between students, teacher, materials, spaces, practices and texts.

Keywords

Early Childhood Education Primary School Teacher Design Thinking Initial Teacher Education Pedagogy Documentation 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Barad, K. (2007) Meeting the universe halfway. Durham and London: Duke University Press.CrossRefGoogle Scholar
  2. Colebrook, Claire (2002) Understanding Deleuze. Crows Nest, NSW: Allen and Unwin.Google Scholar
  3. Cooper, M. (2012) Is beauty a way of knowing? In Edwards, C., Gandini, L., & Forman, G. The hundred languages of children: The Reggio experience in transformation. Santa Barbara, California: Praeger.Google Scholar
  4. Dahlberg, G., & Moss, P. (2005) Ethics and politics in early childhood education. London: Routledge Falmer.CrossRefGoogle Scholar
  5. Gilles Deleuze and Felix Guattari (1986) “What is a Minor Literature?” in Kafka: To-wards a Minor Literature, trans. Dana Polan. Minneapolis: Univ. of Minnesota Press.Google Scholar
  6. Haynes, J. (2008) Children as philosophers: Learning through enquiry and dialogue in the primary classroom. 2nd Ed. London: Routledge.Google Scholar
  7. Haynes, J., & Murris, K. (2009) Opening up space for children’s thinking and dialogue. Farhang, 69, pp. 175–188.Google Scholar
  8. Jackson, A. & Mazzei, L. (2012) Thinking with theory in qualitative research. New York: Routledge.Google Scholar
  9. Lenz Taguchi, H. (2010) Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. London: Routledge.Google Scholar
  10. Lind, U. (2014) Personal communication. Johannesburg, 11 February.Google Scholar
  11. Lipman, M., Sharp, A.M., and Oscanyan, F.S. (2010) Philosophy in the classroom. Google Scholar
  12. Philadelphia: Temple University Press. Rinaldi, C. (2006) In dialogue with Reggio Emilia: Listening, researching and learning. New York: Routledge.Google Scholar
  13. Sheridan, K. (2009) Studio thinking in early childhood. In Narey, M.J. (Ed.) Making meaning: Constructing multi-modal perspectives of language, literacy, and learning through arts-based early childhood education. New York: Springer.Google Scholar
  14. Solomon, L.A. (1989). Khula udweba: A handbook about teaching art to children. Johannesburg: African institute of Art & Nolwazi.Google Scholar
  15. Solomon, L. A. (2005). Creative beginnings: A hands-on innovative approach to artmaking for adults working with children. Johannesburg: Curriculum Development Project.Google Scholar
  16. Stanley, S. (2012) Why think? Philosophical play from 3–11. London: Continuum.Google Scholar
  17. Vecchi, V. (2010) Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education. London: Routledge.Google Scholar

Copyright information

© Theresa Giorza 2016

Authors and Affiliations

  • Theresa Giorza

There are no affiliations available

Personalised recommendations