Pedagogical documentation and the refusal of method: troubling dogmas and inviting collective obligations
Year: 2022
Type: article
Abstract: This article explores how pedagogical documentation, as the refusal of method, can be aligned with post qualitative inquiry, opening up possibilities for refuting dogmas and methods in early childhood pedagogy, theory, practice, and research. It delineates understandings of pedagogical documentation in the educational project of Reggio Emilia, and describes dogmatic (or unthought) practices which influence perceptions and uses of pedagogical documentation elsewhere: the dogma of children’s interests; the dogma of implementation; and the dogma of method. The article draws on the experience of a collective of academic-researchers and teacher-researchers working with pedagogical documentation in the context of an investigation into children’s relations with waste. Excerpts from interviews illuminate ‘voices troubling dogmas’, proposing an invitation to move forward from dogmas to imagining our collective obligations. Pedagogical documentation is thus conceived as a catalyst for helping us think collectively with the hope of making the dogmatic impossible.
Institutions: Curtin University, Edith Cowan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4214622151