- This paper reports on a kindergarten teacher’s experience of being ‘teacher-as-researcher’ during an exploration about poverty.
- The teacher used written reflections during the project to create classroom conditions to support the children’s exploration of the complex topic of poverty.
- The authors argue that teacher-as-researcher reflection can challenge the taken-for-granted expertise and power that teachers may have over students.
- Findings suggest that teachers can create classroom conditions that afford greater power to students’ voices by encouraging participation in complex conversations and decision-making processes.
- The paper highlights the importance of encouraging and valuing students’ active participation in conversations about complex issues, and in decision-making processes about the progression of an exploration.
Publication
Paujik, Y. M., Miller, M., Gibson, M., & Walsh, K. (2020). ‘Doing’ socio-political sustainability in early childhood: Teacher-as-researcher reflective practices. Global Studies of Childhood, 11(3), 265-280. https://eprints.qut.edu.au/202510/