Towards multispecies pedagogies: seeking collective agency in early childhood education.
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| Title: | Towards multispecies pedagogies: seeking collective agency in early childhood education. |
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| Authors: | Firinci Orman, Turkan1 (AUTHOR) turkanfirinci@gmail.com |
| Source: | Pedagogy, Culture & Society. Jan2026, Vol. 34 Issue 1, p237-254. 18p. |
| Subject Terms: | *Early childhood education, *Curriculum planning, Posthumanism, Contextual analysis, Species diversity, Collective action, Sustainability, Ecosystems |
| Abstract: | In the Anthropocene era, conventional pedagogies characterised by individualistic and linear approaches are considered insufficient for ensuring sustainable futures in light of climate change, zoonotic diseases, and rapid technological advancements. Prevailing anthropocentric perspectives in early childhood education overlook the imperative of envisioning a multispecies future. This interdisciplinary theoretical article which challenges binary categorisations, focuses on the common worlding framework and posthumanist views, advocating for the active involvement of more-than-human entities in shaping our relational understanding of the entangled world. It presents alternative pedagogical approaches and practices and advocates for a relational, situated, and Common Worlds framework for multi-species pedagogy in early childhood education. Emphasising the necessity of relational, place-based, and collective inquiry pedagogies, the study contends that such approaches cannot be readily derived from pre-existing curriculum packages but instead necessitate collaborative and experiential practices through alternative pedagogical methodologies that bring collective agency into the focus. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In the Anthropocene era, conventional pedagogies characterised by individualistic and linear approaches are considered insufficient for ensuring sustainable futures in light of climate change, zoonotic diseases, and rapid technological advancements. Prevailing anthropocentric perspectives in early childhood education overlook the imperative of envisioning a multispecies future. This interdisciplinary theoretical article which challenges binary categorisations, focuses on the common worlding framework and posthumanist views, advocating for the active involvement of more-than-human entities in shaping our relational understanding of the entangled world. It presents alternative pedagogical approaches and practices and advocates for a relational, situated, and Common Worlds framework for multi-species pedagogy in early childhood education. Emphasising the necessity of relational, place-based, and collective inquiry pedagogies, the study contends that such approaches cannot be readily derived from pre-existing curriculum packages but instead necessitate collaborative and experiential practices through alternative pedagogical methodologies that bring collective agency into the focus. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14681366 |
| DOI: | 10.1080/14681366.2025.2487026 |
