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The courage of utopia
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What can education look like, if we attend to the innate human spirits of enquiry, knowledge-making, and expression? In this chapter, so titled because we need to bring courage and vision to this task, we open a window into the living possibilities of an education rooted in the recognition that children are born vibrant, full of curiosity, with the desire to connect and construct meaning. We review professional experience and action in UK early childhood education over the past 30 years, which has been animated through eureka moments, risk, and work, and by connections with like-minded educators internationally. It is a journey of learning in itself, intended to be constructive, not compliant. If we—and you—are to make an education fit for children, we need to listen, think, and work together, with passion and humanity and with intelligence. Children do not have a second chance at childhood.
Title: The courage of utopia
Description:
What can education look like, if we attend to the innate human spirits of enquiry, knowledge-making, and expression? In this chapter, so titled because we need to bring courage and vision to this task, we open a window into the living possibilities of an education rooted in the recognition that children are born vibrant, full of curiosity, with the desire to connect and construct meaning.
We review professional experience and action in UK early childhood education over the past 30 years, which has been animated through eureka moments, risk, and work, and by connections with like-minded educators internationally.
It is a journey of learning in itself, intended to be constructive, not compliant.
If we—and you—are to make an education fit for children, we need to listen, think, and work together, with passion and humanity and with intelligence.
Children do not have a second chance at childhood.
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