What modes of returning matter to post-secondary institution (PSI) pedagogists as they return not just to the college or university institution, but also to the ethics and politics that cohere early childhood education together as an institution? In autumn 2022, post-secondary institution pedagogists are taking on a unique project: they are returning to their role as educators of pre-service teachers and they are returning to their role as a pedagogist intent on agitating the developmental and instrumental logics that underpin much of what counts as pre-service teacher education. To linger with the tensions that come from such a return, Cristina and Nicole participated in a conversation with three post-secondary institution pedagogists: Paolina Camuti, Marah Gardner Echavez, and Cory Jobb. Paolina and Marah work as pedagogists in Ontario and Cory is in British Columbia. We began our conversation with a simple question: do we want to return – and how? We then turned to questions of methodology, where, if we have a desire to return, how do we then do the work of returning well? Finally, we point toward some of the tensions that have emerged through each pedagogists’ responses, wondering how returning might also be about uncertainty and disjuncture, and not the confident and slick return to learning advanced by contemporary neoliberal discourses.
Continue reading “Returning as/with Post-Secondary Pedagogists”