Animating a curriculum framework through educator co-inquiry: co-learning, co- researching and co- imagining possibilities

Hewes, JaneLirette, PatriciaMakovichuk, LeeMcCarron, Rebekah2020-11-062022-05-312022-05-312019Hewes, J., Lirette, P., Makovichuk, L., and McCarron, R. (2019). Animating a curriculum framework through educator co-inquiry: Co-learning, co-researching and co-imagining possibilities. Journal of Childhood Studies 44(1), pp. 37-53. DOI:10.18357/jcs.v44i1.18776https://hdl.handle.net/20.500.14078/2035The 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.580.79KBPDFenAttribution-NonCommercial (CC BY-NC)professional learningpedagogical dialogueearly childhood care and educationcoinquirycurriculum frameworkAnimating a curriculum framework through educator co-inquiry: co-learning, co- researching and co- imagining possibilitiesArticlehttps://doi.org/10.18357/jcs.v44i1.18776