ABSTRACT
As a settler colonial country, Australia has a complex array of histories. These histories are often presented from the settler colonial perspective, rendering Indigenous histories invisible. Each week, I walk with the local park, a group of preschoolers and their teachers. As we walk together with place, we work to reimagine taken-for-granted early childhood practices and generate pedagogies that authentically and respectfully foreground local Aboriginal perspectives. In this chapter, I show how foregrounding Aboriginal perspectives of place has the potential to generate early childhood pedagogies that disrupt settler colonial logics. Working with a common worlds framework (Taylor & Giugni, 2012), I draw together the concepts of place-thought (Watts, 2013) and learning to be affected (Latour, 2004b), utilising pedagogical narration as a tool to make visible the ethical and political responsibilities that are demanded by living in postcolonial Australia.
