| Popis: |
This final chapter begins with a discussion on infant-toddler educators’ imagined futures for education and care. A cultural–historical discussion on dialogues, imagination and emotions provides a theoretical framework for analysis of educators’ affective pedagogies. Data from educator’s paired interviews provide opportunities to continue expansion of educators’ affective pedagogical practices. Our findings reveal that some educators continue to use collaborative drawing (Quinones G, Ridgway A, Li L, Aust J Early Childhood 44(3):25–33. https://doi.org/10.1177/1836939119855219, 2019) as a tool to generate pedagogical ideas about professional work. Educators’ ability to imagine futures is a significant aspect of their work and comprises awareness and appreciation of their own emotions and those of the infant-toddlers in their care. To conclude our book, a model that aims to show educators’ paths of transformative experiences for generation of affective pedagogies is presented. |
