Electronic Thesis and Dissertation Repository

Thesis Format

Integrated Article

Degree

Doctor of Philosophy

Program

Education

Supervisor

Pacini-Ketchabaw, Veronica

Abstract

Children are set to inherit a socially and ecologically damaged world. This thesis responds to this urgent concern by reimagining pedagogical and curriculum practices with educators and young children. Derived from pedagogical research at a childcare centre in London, Ontario, this thesis proposes engagement with common worlds frameworks and feminist earth-based spirituality as possible interventions to the dominant discourses of our times: capitalism, neoliberalism, settler colonialism, and anthropocentrism. A collection of scholarly book chapters and journal articles, this work advocates for situated and responsive pedagogical engagements that refute singular onto-epistemologies and speculate hopeful possibilities for more livable futures. In each chapter I engage with postqualitative research methodologies, such as common worlds ethnography, to experiment with what might be possible when pedagogical and curricular practices create space for multiple and varied conceptualizations of truth.

Summary for Lay Audience

Children are set to inherit a socially and ecologically damaged world. This thesis responds to this urgent concern by reimagining pedagogical and curriculum practices with educators and young children. Derived from pedagogical research at a childcare centre in London, Ontario, this thesis proposes engagement with common worlds frameworks and feminist earth-based spirituality as possible interventions to the dominant discourses of our times: capitalism, neoliberalism, settler colonialism, and anthropocentrism. A collection of scholarly book chapters and journal articles, this work advocates for situated and responsive pedagogical engagements that refute singular onto-epistemologies and speculate hopeful possibilities for more livable futures. In each chapter I engage with postqualitative research methodologies, such as common worlds ethnography, to experiment with what might be possible when pedagogical and curricular practices create space for multiple and varied conceptualizations of truth.

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