Pedagogical Documentation and the Refusal of Method: Troubling Dogmas and Inviting Collective Obligations

Autor/inn/en	Giamminuti, Stefania; Merewether, Jane; Blaise, Mindy
Titel	Pedagogical Documentation and the Refusal of Method: Troubling Dogmas and Inviting Collective Obligations
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 2, S.213-226 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giamminuti, Stefania) ORCID (Merewether, Jane) ORCID (Blaise, Mindy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2046834
Schlagwörter	Educational Research; Early Childhood Education; Research Methodology; Reggio Emilia Approach; Student Interests; Teacher Researchers; Action Research; Teacher Attitudes; Preschool Teachers; Wastes; Preschool Children; Teaching Methods; Educational Policy; Neoliberalism; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Research method; Forschungsmethode; Reggio-Pädagogik; Studieninteresse; Lehrerforschung; Projektforschung; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Gargabe; Abfall; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Ausland; Italien
Abstract	This article explores how pedagogical documentation, as the refusal of method, can be aligned with post qualitative inquiry, opening up possibilities for refuting dogmas and methods in early childhood pedagogy, theory, practice, and research. It delineates understandings of pedagogical documentation in the educational project of Reggio Emilia, and describes dogmatic (or unthought) practices which influence perceptions and uses of pedagogical documentation elsewhere: the "dogma of children's interests"; the "dogma of implementation"; and the "dogma of method." The article draws on the experience of a collective of academic-researchers and teacher-researchers working with pedagogical documentation in the context of an investigation into children's relations with waste. Excerpts from interviews illuminate 'voices troubling dogmas', proposing an invitation to move forward from dogmas to imagining our collective obligations. Pedagogical documentation is thus conceived as a catalyst for helping us think collectively with the hope of making the dogmatic impossible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01