Browsing by Author "Lirette, Patricia"
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- ItemAnimating a curriculum framework through educator co-inquiry: co-learning, co- researching and co- imagining possibilities(2019) Hewes, Jane; Lirette, Patricia; Makovichuk, Lee; McCarron, RebekahThe shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.
- ItemPassionate about early childhood educational policy, practice, and pedagogy: exploring intersections between discourses, experiences, and feelings...knitting new terms of belonging(2020) Whitty, Pam; Lysack, Monica; Lirette, Patricia; Lehrer, Joanne; Hewes, JaneWe are five early childhood researchers, from across Canada, thrown together amongst a series of alarming discourses, where developmental, economic, and neuroscientific rationales for ECEC drown out alternative theoretical perspectives, as well as personal experience, values, subjective knowledges, and the fierce passion we feel for our work. In the midst of this "throwntogethness" (Massey, 2005), how do we bring our situated knowings and desires to these discursive material relational mashups? How do we engage with the throwntogetherness that is the Canadian ECEC field as we knit together alternative ways of being, doing, and acting, figuring out what resonates in localized situations (Osgood, 2006)? To begin to answer these questions, we think with feminist theory (Bezanson; 2018; Langford et al., 2016; Prentice, 2009); the politics of the event of place, (Massey, 2005) and relational and spatial networked discursive entanglements (Massey, 2005; Nichols et al., 2012; Ingold, 1995; Haraway, 2016) as we untangle three vignettes related to advocating for a competent universal public ECEC system; writing post-developmental curriculum frameworks; and weaving productive relationships between university researchers and early childhood practitioners. These vignettes illuminate our struggles to "stay with the trouble," as Haraway (2016) suggests, stubbornly hanging on to the hope of producing new terms of belonging (Burns & Lundh, 2011) as a form of resistance, allowing us to open up spaces to imagine, tell alternative stories (Moss, 2014), and create real change within our local contexts.
- ItemPlaying, early learning and meaning making: early childhood curriculum unfolding(2017) Makovichuk, Lee; Lirette, Patricia; Hewes, Jane; Aamot, BrittanyPlay, Participation, and Possibilities: An Early Learning and Child Care Curriculum Framework for Alberta is a sociocultural curriculum framework intended to provoke dialogue on and thinking about young children’s playing and learning. Viewing curriculum as situated, contested and always-already happening in early childhood programs, the authors draw on a mini-narrative of children’s play and educator practices to make visible what it means to co-construct curriculum in the here and now with young children. They describe curriculum-meaning-making processes that support deep and further complexified thinking, including pedagogical dialogue, critical revisiting of pedagogical documentation and curriculum crosschecking. Through honouring young children as mighty learners and citizens, and co-imagining possibilities, multiple new potentialities for children’s play and learning are revealed.
- Item(Re)encountering walls, tattoos, and chickadees: disrupting discursive tenacity(2018) Whitty, Pam; Hewes, Jane; Rose, Sherry; Lirette, Patricia; Makovichuk, LeeIn this article, three pedagogic encounters — “Encountering the Wall,” “Encountering Young Tattooed Parents,” and “Encountering Chickadees”—conceptualized as curricular meeting places, are theoretically reconceptualized within alternative bodies of literature. Theoretical reconceptualization revealed complexities of early childhood pedagogies and the tenacity of dominant discursive practices of developmentalism, constructed, in these instances, through age-segregated settings, parenting programs, and nature pedagogy. Theoretical reconceptualizing of these encounters worked to disrupt embodied subjugations of age-segregated children, mothers and fathers, chickadees, educators, families, and researchers.