Woandering towards places of imagination

Here the potential of w/o/a/ndering, anarchism, and storytelling in EarlyChildhood Education is explored. Autoethnography is employed to blend personalexperiences with theoretical insights, dissecting contemporary educationallandscapes through philosophical traditions like anarchism andexistentialism. Central to this exploration is the concept of w/o/a/ndering, symbolizing an interplay between wonder and wandering encouraging anopen-ended quest for knowledge, imagination, belonging and meaning.Drawing from scholars like Luigina Mortari and Maria Zambrano, this thesisreimagines educational encounters beyond traditional pedagogy, highlightingstorytelling as a possibility for encounter, play and philosophicalinquiry. Positioned within anarchic educational practices, storytelling fostersgenuine connections between educators and children. Anarchism is examinedas a lived experience, challenging power dynamics in education, influencedby theorists like Colin Ward. Additionally, it delves into the contributionsof educators such as Paulo Freire and Walter Kohan, advocating for criticalpedagogy to shape inclusive educational environments.Ultimately, the dissertation prompts reflection on educators' roles in EarlyChildhood Education, blending theory with practical examples to encourageagency and meaningful relationships in educational practice.