Blaise, Mindy, Rooney, Tonya and Pollitt, Jo. (2019). Weather wanderings. Journal of Public Pedagogies. 4, pp. 165-170.
|Authors||Blaise, Mindy, Rooney, Tonya and Pollitt, Jo|
[Extract] We would like to acknowledge that our weather wanderings take place on and with Ngunnawal Country, in what is also now known as Canberra, in the Australian Capital Territory. We draw inspiration from Affrica Taylor’s (2013) scholarship, which proposes a common worlds framing (borrowing from Bruno Latour, 2004) that recognises childhood as messy and implicated, situated and differentiated, and entangled within diverse publics. Building on the critical walking scholarship of Stephanie Springgay and Sarah E. Truman (2018), our weather wanderings are part of a broader political project that involves walkingwith place and other species as a strategy to respond to the social and ecological times that children are a part of, not separate from (Blaise, 2017; Blaise and Hamm, 2019; Blaise and Rooney, 2019; Rooney, 2018, 2019; Taylor and Rooney, 2016). In particular, our work interferes with the dominant discourse of developmentally appropriate practices that regulate children’s bodies and their environments. More specifically, our weather work ruptures and intervenes into the stronghold that child development has on the field of early childhood education.
We propose weather wanderings as a critical and postdevelopmental intervention (Blaise, 2010) into a developmentally appropriate or child-centred approach to walking.
|Keywords||walking; child-centred apporach; child development; weather; common worlds; critical walking|
|Journal||Journal of Public Pedagogies|
|Journal citation||4, pp. 165-170|
|Publisher||Public Pedagogies Institute|
|Web address (URL)||http://www.publicpedagogies.org/wp-content/uploads/2019/11/16-Blaise.pdf|
|Open access||Open access|
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|Publication process dates|
|Deposited||14 Apr 2022|
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