In my work with educators on the unceded traditional territories of the Coast Salish peoples, I am committed to cocreating curriculum that responds to the particularities of each centre. What I mean by this commitment is that I work persistently to hold space for engaging with each centre’s pluralities and diversities, including the tensions that arise from exclusions and marginalizations in the day-to-day early childhood education experience. Keeping this dialogical space open means working in pedagogically generative ways made visible through the collaborative thinking processes of pedagogical narration. Through pedagogical narrations, we slow down to notice what our curiosities pick up on as traces or artifacts of relationality. Together we grapple with the pedagogical possibilities these traces might produce in the name of creating curriculum that responds to ideas and tensions we encounter in our practices. Listening to different ideas requires us to be open and ready to be changed. Offering our thoughts publicly makes us vulnerable and accountable, but in seeing our vulnerabilities as gifts that live in “rich, joyful early childhood spaces” (Government of British Columbia, 2019, p. 11), our ideas about the worlds we want to live in and who we are related to can evolve.
Government of British Columbia. (2019). British Columbia early learning framework.
YMCA of Greater Vancouver Child Care Resource and Referral
After obtaining a Master’s degree from UBC, Natsuko worked in the Early Childhood Education field for two decades in various capacities as an IT educator, a preschool teacher, and an ECE instructor. She embraces pedagogical narration as a place to engage educators, children and their families in collaborative dialogue.