On Inaugurating and Sustaining the Work of a Post Secondary Institution Pedagogist: Collectivity, In-Betweens, and Having a ‘Why’ – an interview with Bo Sun Kim
In Issue 2 of the PNO Magazine, we – Cristina Delgado Vintimilla and Nicole Land – interviewed two Ontario post secondary pedagogists, Paolina Camuti-Cull and Olga Rossovska. As we spoke about during our conversation, a pedagogist situated in a post-secondary institution works to reimagine practicum as a space for reconfiguring how the education of future […]
Journaling as a Choreographic Practice
When a pedagogist, who has inherited situated stories from education, encounters the concept of journaling, particular thoughts might emerge as to what this practice is allowed to be in the company of developmentalism and neoliberalism as dominant discourses. Journaling might be known as a mode of nurturing a familiar culture where learners begin to reflect […]
Sweet Sweaty Play
I always go back to the Girl on the Monkey Bars. I sketch scenes from the slow-motion film that runs before my eyes: torso swaying, hands desperately holding on, body weight shifting, muscles flexing, failing, succeeding. Her palms are sweaty. Irritated skin turns pink and then tomato-red. The Girl is in a state of perpetual […]
Recollecting Practices of Attending and Creating Exposures: Conversations, Estrangements, Movements, Affected Intentions, and Risks
Exposures were introduced to us within the pedagogical project of becoming pedagogists through The Pedagogist Network of Ontario (PNO; formerly the Centre of Excellence for Early Years and Child Care) and the British Columbia Early Childhood Pedagogy Network (ECPN). Within these projects, although exposures might have seemed new to us, they were not a practice […]
Editors’ Note Issue 3
We – a group of researchers with very different histories, concerns, and practices who are situated and positioned differently within this educational project – share this issue of the PNO Magazine and its pieces during a time when the ongoing violences of settler colonialism and white supremacy have motivated immense, well-publicized traumas that unfold alongside the often […]
Sweating the Fact(s) of my Body (+Mermaids) as a Pedagogist
In this essay, I talk about depression, self harm, suicide, and medical procedures. Please continue to read only if thinking with these experiences feels safe for you right now. I learn a lot from the brilliant, bold, and generous activists and artists who bring Instagram to life. As I navigate through my feed (curated by […]
On Becoming a Pedagogist: Brief Thoughts on Pedagogical Documentation
In January 2020, we gathered together with a group of pedagogists for three days to intensify our attention towards pedagogical thought and curriculum making, and to enrich the possibilities for the role of the pedagogist. To do this, we created a series of pedagogical and curricular processes that enabled us to collectively and actively think […]
Decolonizing Place in Early Childhood Education
In this conversation, Veronica Pacini-Ketchabaw interviews Fikile Nxumalo on her work on the possibilities for responding to anti-Blackness and settler colonialism in early childhood education. Fikile shares examples from her research and practice and discusses some of the ways in which she draws inspiration from Black and Indigenous feminism.
On Becoming a Post Secondary Pedagogist: Working with Students, Faculty, and Institutional Realities
Continuing the collective work that has been ongoing since 2018, post-secondary institution (PSI) pedagogists with the Pedagogist Network of Ontario work within programs that educate, initiate, and think with early childhood education students as they begin to get to know the contours and inheritances of pedagogy, curriculum, and relations in education. In particular, pedagogists in […]
Editors’ Note Issue 2
We are pleased to release the second issue of the Pedagogist Network of Ontario Magazine. This magazine is a space for encountering ideas and experiences that relate to pedagogists’ educational practices, and serves as a living archive of work that takes place at the intersection of pedagogy and early childhood education. Issue 2 includes four […]