ABSTRACT
This chapter explores the concept of pedagogical documentation. We think of this as a research–practice tool for unpacking and destabilizing persistent binaries 47that construct the field of early childhood education. Specifically, we show, borrowing from existing literature on pedagogical documentation that draws on aspects of postfoundational (in particular poststructuralist and posthumanist) theoretical frameworks, how pedagogical documentation has the potential to create spaces for destabilizing binaries in the very act of practicing/researching. We end the chapter by reflecting on possibilities and challenges for future research–practice directions in pedagogical documentation.
