Here the potential of w/o/a/ndering, anarchism, and storytelling in Early Childhood Education is explored. Autoethnography is employed to blend personal experiences with theoretical insights, dissecting contemporary educational landscapes through philosophical traditions like anarchism and existentialism. Central to this exploration is the concept of w/o/a/ndering, symbolizing an interplay between wonder and wandering encouraging an open-ended quest for knowledge, imagination, belonging and meaning. Drawing from ...
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Here the potential of w/o/a/ndering, anarchism, and storytelling in Early Childhood Education is explored. Autoethnography is employed to blend personal experiences with theoretical insights, dissecting contemporary educational landscapes through philosophical traditions like anarchism and existentialism. Central to this exploration is the concept of w/o/a/ndering, symbolizing an interplay between wonder and wandering encouraging an open-ended quest for knowledge, imagination, belonging and meaning. Drawing from scholars like Luigina Mortari and Maria Zambrano, this thesis reimagines educational encounters beyond traditional pedagogy, highlighting storytelling as a possibility for encounter, play and philosophical inquiry. Positioned within anarchic educational practices, storytelling fosters genuine connections between educators and children. Anarchism is examined as a lived experience, challenging power dynamics in education, influenced by theorists like Colin Ward. Additionally, it delves into the contributions of educators such as Paulo Freire and Walter Kohan, advocating for critical pedagogy to shape inclusive educational environments. Ultimately, the dissertation prompts reflection on educators' roles in Early Childhood Education, blending theory with practical examples to encourage agency and meaningful relationships in educational practice.
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