Walton, Joan 
ORCID: https://orcid.org/0000-0001-9875-0296 and Darkes-Sutcliffe, Janice
(2023)
Re-imagining education: cultivating a triangle of trust and relational pedagogy within a participatory paradigm.
Education 3-13, 52 (1).
pp. 7-20.
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Abstract
In this article, we envision a holistic approach to the education of children within a participatory paradigm, which integrates inner and outer worlds in a new understanding of consciousness. The inspiration for our reimagining arose from a research study undertaken in partnership with Kids Planet Day Nurseries which included inquiring into the impact of Covid-19 on children in early childhood education and care. It was discovered that, although parents and practitioners identified Covid as a traumatic event, there was little awareness of the potential effects on children’s inner worlds. Similarly, the government in its post-lockdown policymaking focused on catch-up with learning, rather than addressing wider psychological issues. In this reimagining of the education system, the neoliberal principle of ‘profit as primary’ has been eradicated, along with its long-term positivist partner ‘scientism’, which proclaims all valid knowledge is quantifiable. Instead, the focus is on the intra-active dimensions of learning, grounded in the idea of a ‘triangle of trust’ developed in the early years and continued into a relational pedagogy in primary schools. The challenges involved in replacing a positivist Newtonian worldview with a participatory paradigm, where inner and outer worlds are entangled and equally important, are discussed.
| Item Type: | Article |
|---|---|
| Status: | Published |
| DOI: | 10.1080/03004279.2023.2186978 |
| School/Department: | School of Education, Language and Psychology |
| URI: | https://ray.yorksj.ac.uk/id/eprint/7622 |
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