Woandering towards places of imagination

<p>Here the potential of w/o/a/ndering anarchism and storytelling in Early</p><p>Childhood Education is explored. Autoethnography is employed to blend personal</p><p>experiences with theoretical insights dissecting contemporary educational</p><p>landscapes through philosophical traditions like anarchism and</p><p>existentialism. Central to this exploration is the concept of w/o/a/ndering</p><p>symbolizing an interplay between wonder and wandering encouraging an</p><p>open-ended quest for knowledge imagination belonging and meaning.</p><p><br></p><p>Drawing from scholars like Luigina Mortari and Maria Zambrano this thesis</p><p>reimagines educational encounters beyond traditional pedagogy highlighting</p><p>storytelling as a possibility for encounter play and philosophical</p><p>inquiry. Positioned within anarchic educational practices storytelling fosters</p><p>genuine connections between educators and children. Anarchism is examined</p><p>as a lived experience challenging power dynamics in education influenced</p><p>by theorists like Colin Ward. Additionally it delves into the contributions</p><p>of educators such as Paulo Freire and Walter Kohan advocating for critical</p><p>pedagogy to shape inclusive educational environments.</p><p><br></p><p>Ultimately the dissertation prompts reflection on educators' roles in Early</p><p>Childhood Education blending theory with practical examples to encourage</p><p>agency and meaningful relationships in educational practice.</p>