Some points of discussion
1) Talked briefly about the submitted chapter for the International Handbook of Young Children’s Rights due out for the 30th anniversary of the UNCRC, and the breakdown in the collaboration with Daniela. I will now be submitting a chapter as a single author.
2) I shared some of the positive experiences from yet another great and stimulating EECERA conference.
3) I mentioned I have now completed the data transcription and analysis of Setting 3 and desperate to get on with Setting 4, that I have start writing up. The manager from Setting 3 finally got back to me and was in 100% agreement that the 20 examples she looked through were trustworthy and could be seen to accurately reflect children’s experiences in their setting.
I plan to have Setting 4 data transcribed and analysed by the end of this month.
4) I will be visiting my pilot setting again next week, to continue our exploration of working more consciously with children’s rights and a participatory approach to ECEC within the EYFS, something Julia Formosinho said in Budapest, she doubts can succeed. We’ll see …
5) During the rest of the supervision we discussed aspects of pedagogy in relation to the Article proposal I have submitted to the EECERJ special issue: Participatory Pedagogies: Instituting children’s rights in day to day pedagogic development.
There is unfortunately a fundamental disconnect between me and the editorial team on how to understand the concept of pedagogy. This may mean I may possibly withdraw the article as I feel I have explained and justified my position very clearly, yet it is not recognised, and I am not willing to compromise myself for the sake of getting published. I created a diagram that clearly supported my thinking but it was still rejected as "wrong".
I recently read John Miller who has a similar understanding to myself on pedagogy. Miller (2010, p. 38) says:
we need to use all three approaches to teach the whole child. The transmissionposition can help students learn basic skills such as phonics; the transaction[participation] position, with its emphasis cognition, facilitates thinking and problem solving; and the transformationposition develops self-awareness, empathy, and social responsibility.
