Entangled Narratives: How Literate Histories of Early Childhood Educators Expand Possibilities Within Online Learning Spaces

Abstract

Feminist ways of being allow us to be vulnerable and willing to admit doubt and to live expanded views of early childhood education and teaching.
These practices are characterized by a love ethic, attending to entanglements of heartmindbody. In this article, we rely on entangled narratives between ourselves and early childhood educators asking how valuing entangled relationships can expand creative possibilities within online
learning spaces. We draw from experiences within the newly established University of New Brunswick online bachelor of education in early childhood. Our research unfolds with a desire to value literate histories often silenced—sometimes lost—within standardized, institutional ways of being and becoming.