ABSTRACT
We contend that educators are to create their own pedagogical vision beyond a policy document. Given its prevalence in early childhood education in Ontario, we wish to take seriously How Does Learning Happen and its call for educators to explore new ideas and adjust practices. This chapter highlights how a group of children, educators, and researchers engage with common worlds pedagogies in ecologically precarious times as they follow mandated curriculum. Following an ongoing common worlds research project on waste in Southwestern Ontario, we argue that policy documents provide openings for speculative, situated, and slow pedagogies that, in turn, find new ways for reshaping our common worlds together. In this chapter, we stay within the liminal space between policy documents that shape early childhood pedagogy and bring into play the possibilities that they offer. We do this by narrating how educators might engage with alternative pedagogies that both follow and extend such policy guidelines.
