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The paper focuses on the ongoing dialogue between a small collective of early childhood educators and their pedagogista as they begin to examine their practice and trouble the division that exists between human and non-human worlds. This enactment draws upon questions, theorizations, and research methods that are inspired by a common world’s framework (Pacini-Katchabaw & Taylor, 2015; Pacini-Katchabaw, 2013). The authors reflect upon their current pedagogical attempts to shift the gaze away from child-centered practices that place the child as the central subject and privilege human –centric ways of thinking. Examples of documentation that show children’s questions, concerns and ways of extending thought and empathy to species such as trees, insects and animals are highlighted to demonstrate how human and non-human worlds are entangled, complex and overlapping.
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