Welcome to the podcast! In this solo pilot episode, I introduce myself and my orientations toward play, share some ideas about my intentions for this podcast, and try my hand at defining ‘pedagogy’ from the ECE perspective. After disclosing some of my own playful journey into podcasting, I try answering some rapid fire questions IContinue reading “The Playful Podcast. Episode 1 – Playful Pedagogies and Podcastings”
this is how I am choosing to reframe myself. I’m not just a researcher, co-leaner, play partner, care mentor, and nurturer; I am a community keeper.
When children ask “why”, I doubt they are searching for an answer.
“So… what’s in the news?” he’d say, with a smirk and arms outstretched, briefly, only lowered to pull one leg over the over and sit with his hands clasped. He’d wiggle his nose, blink, and then tilt his head to the side and wait for one of us to speak up.
“A turkey vulture!” I gushed, the bird surfing in the wind above the trees. “Uhh…that’s totally a seagull,” my friend said. “No way, it has that v-shape and a huge wingspan,” I mused in reverence with its majestic confidence. “Seagull, Kim.” said my friend, giving me the side-eye. “I love that we interrupt each otherContinue reading “Scared Journeys”
I would like to linger on the boundaries of education, recreation, and occupation. My first barrier to doing this is understanding if there is funding available to produce the podcast and whether I can manage doing so during my Masters. This kind of journey would push me to learn about many areas of SoTL well beyond my comfort level, to evaluate many competing theories and practices, and to integrate this information into digestible content for listeners. Whether or not I end up starting a podcast is less important to me than the process of mapping out which topics and educators I would like to continue to have conversations with about SoTL, pedagogy, and playful learning, and deciding in which capacity I want to connect with them.
Play, as I know it, is voluntary, purposeful, and done for its own sake or enjoyment. I don’t understand why there is an emphasis on gamification within play. I briefly consulted the Right to Play website, and the first image is a child with a backpack, and the second are two photos juxtaposed: one of children kicking a soccer ball and one of professional athletes playing soccer. These suggest to me that the purposes of play is for either school-readiness or professional-level entertainment and skill. Neither of these reflect play for its own sake, nor do they represent why play is meaningful and useful to children during childhood.
Like pedagogical documentation, this data can prompt a conversation to spark further curiousity, not certainty. Therefore, with everyone’s perspectives considered, next steps and scaffolded goals can be created to address the curiosities or improve areas of need.
Therefore, I acknowledge that a challenge of trying to learn about, foster, and implement Indigenous pedagogical strategies is that it can actually be much more personal than other pedagogical philosophies or strategies.
One challenge I have noticed in doing this, however, is that perhaps not everyone is feeling as brave as I am. Some folks may feel called-out when I don’t intend that to be the impact of these conversations, or engagement in particular topics may feel burdensome to the marginalized students in the class.