Communing to Re-Imagine Figured Worlds

Autor/inn/en	Sisson, Jamie Huff; Whitington, Victoria; Shin, Anne-Marie; Thiel, Jaye Johnson; Comber, Barbara
Titel	Communing to Re-Imagine Figured Worlds
Quelle	In: Contemporary Issues in Early Childhood, 23 (2022) 1, S.32-47 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sisson, Jamie Huff)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949120941290
Schlagwörter	Early Childhood Education; Community; Democratic Values; Educational Environment; Foreign Countries; Reggio Emilia Approach; Preschool Education; Principals; Child Care Centers; Catholic Schools; Educational Principles; Interpersonal Relationship; Power Structure; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Reggio-Pädagogik; Pre-school education; Vorschulerziehung; Principal; Schulleiter; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Katholische Schule; Bildungsprinzip; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien
Abstract	The importance of community has been widely recognised in the field of early childhood education. However, the various ways it has been conceived, together with taken-for-granted notions of education, have made it difficult to actualise the processes involved in contextually meaningful ways. This article draws on cultural models theory to explore educational leaders' re-imagining and redesigning of early childhood educational learning communities in a range of diverse settings. The examination of the processes and artefacts used to promote democratic identities and agency highlights the significance of establishing shared principles, sociality and challenging power relations to engage in processes of communing that are contextually meaningful, sustainable and democratic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01