Reflections from the Classroom: Towards a Radical Pedagogy for Early Years

This paper comprises some critical reflections on the teaching of a second year undergraduate module called Children’s Cultural Worlds in which students are required to engage with original studies which are then used to stimulate self-reflection and engagement with wider issues relating to our understanding of children’s place in the social world. It will be argued that when individual memories are shared it is possible to identify continuities and discontinuities in childhood experiences as well as the intersections between childhood and other social divisions such as gender, class and ethnicity. The requirement that students recall and reflect on their childhood memories and share them with others is a way of students learning through their own experiences, reflecting on their views and values. Furthermore, as it will be shown, it opens up spaces for alternative values and viewpoints to emerge about how we might 'regulate' early childhood because “When we tell stories and process them, using reflective dialogues, we create the possibility of change in ourselves and others” (McDrury & Alterio, 2002: p.38)