How Much Snot is Too Much Snot? Community-Making Amid Pandemic Times in Early Childhood Education

Authors

  • Nicole Land Toronto Metropolitan University
  • Andrea Thomas Toronto Metropolitan University
  • Sanja Todorovic Toronto Metropolitan University
  • Angélique Sanders Toronto Metropolitan University

DOI:

https://doi.org/10.55016/ojs/ajer.v70i2.77814

Keywords:

pedagogical inquiry research, viral pedagogies, early childhood education, community-making; recherche d'enquête pédagogique, pédagogies virales, éducation de la petite enfance, création d'une communauté

Abstract

This article details a pedagogical inquiry research project, Crafting Pedagogies with(in) Suspension: Viral Pedagogies in COVID times in Early Childhood Education, where educator co-researchers collaborated with a pedagogist-researcher to explore how we might craft early childhood education pedagogies relevant to pandemic times. In particular, we trace how questions of community-making emerged as quotidian conceptions of community failed in the conditions of the pandemic. Thinking with the question “how much snot is too much snot?”—a question educators were asked to assess as a marker of community participation—we share three tensions of community-making: policing bodies, normalcy, and community-making as an ongoing process. Importantly, we work to share our pedagogical thinking with these tensions, asking how they create different possibilities for making community with children and families in educational contexts.

Cet article décrit un projet de recherche sur l'enquête pédagogique, intitulé Crafting Pedagogies with(in) Suspension : Viral Pedagogies in COVID times in Early Childhood Education, dans le cadre duquel des co-chercheurs éducateurs ont collaboré avec un chercheur-pédagogue pour explorer la manière dont nous pourrions concevoir des pédagogies d'éducation de la petite enfance adaptées aux périodes de pandémie. En particulier, nous montrons comment les questions relatives à la création de communautés ont émergé lorsque les conceptions quotidiennes de la communauté ont échoué dans les conditions de la pandémie. En réfléchissant à la question "quelle quantité de morve est trop importante ?" - une question que les éducateurs ont été invités à évaluer en tant que marqueur de la participation communautaire - nous partageons trois tensions liées à la création de la communauté : le maintien de l'ordre des corps, la normalité et la création de la communauté en tant que processus continu. Plus important encore, nous nous efforçons de partager notre réflexion pédagogique avec ces tensions, en nous demandant comment elles créent différentes possibilités de créer une communauté avec les enfants et les familles dans des contextes éducatifs.

Author Biographies

Nicole Land, Toronto Metropolitan University

Nicole Land is an Associate Professor in the School of Early Childhood Studies at Toronto Metropolitan University.

Andrea Thomas, Toronto Metropolitan University

Andrea Thomas is a Registered Early Childhood Educator at Toronto Metropolitan University's Early Learning Centre, the licensed laboratory school of the School of Early Childhood Studies.

Sanja Todorovic, Toronto Metropolitan University

Sanja Todorovic is a Registered Early Childhood Educator at Toronto Metropolitan University's Early Learning Centre, the licensed laboratory school of the School of Early Childhood Studies.

Angélique Sanders, Toronto Metropolitan University

Angélique Sanders is a Registered Early Childhood Educator at Toronto Metropolitan University's Early Learning Centre, the licensed laboratory school of the School of Early Childhood Studies.

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Published

2024-07-30

How to Cite

Land, N., Thomas, A., Todorovic, S., & Sanders, A. (2024). How Much Snot is Too Much Snot? Community-Making Amid Pandemic Times in Early Childhood Education. Alberta Journal of Educational Research, 70(2), 249–264. https://doi.org/10.55016/ojs/ajer.v70i2.77814

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