An Unswaddling Pedagogy
This kind of pedagogy introduces teachers to new conceptual and practical territories that are meant to release the tensions that define today’s Western education. If our models of education consider each individual child in his/her wholeness, as a complex being who embodies the world: environment, community, humanity, justice, fears, dreams, life stories, care, wonder, and all the rest that brings us into presence, then educators, in their practice will learn to co-imagine and co-create meanings of the world with their students. By proposing an Unswaddling Pedagogy, I seek to unswaddle the wings of educators and students alike.
Unswaddling Pedagogy is a pedagogy that welcomes and releases the creativity, imagination, and all other meaning making qualities and capacities of children. Through my work I am hoping to inspire teachers to be with young children in ways that would literally free everyone and everything involved in the relationship (children, teachers, environment, community, etc.) from activities, actions, experiences, and events that would restrict rather than encourage and guide children’s imaginative and creative ways of making meaning of the world.
I use the term “unswaddling” as a metaphor of an education that protects, feels, imagines, inspire, loves, cares, and respects the child and his/her qualities of being in the world. “Unswaddling” is not meant to signify a complete, chaotic, and unguided liberation; it rather points to a relationship of reciprocal qualitative acknowledgment of capacities and abilities of making knowledge live …