Living with Time
DOI:
https://doi.org/10.18357/jcs00019911Keywords:
time, becoming, pedagogy, pedagogy of listening, ethics of care, pedagogical inquiryAbstract
This article researches time in the early childhood education classroom. This inquiry troubles the dominance of chronological, linear time that prescribes and predicts daily routines in a goal-oriented manner in pursuit of future development. Through this project I hope to offer alternative perspectives on time beyond modernist and neoliberal abstraction and refocus on how the learning experience can be shaped by attending to the presentness of childhoods.
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