Research Conference Presentations

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The Hollingworth Center

Selected Research Conference Presentations

The Rhythm of the City, the Shadow of the Ivy

The Rhythm of the City, the Shadow of the Ivy

Heather J. Pinedo-Burns, Ed.D. The Rhythm of the City, the Shadow of the Ivy: Reconsidering Identity of Place in the Early Childhood Classroom. American Educational Research Association, SIG-Early Education and Child Development Paper Presentation: San Antonio, TX, April 2017.

Through the method of narrative pedagogy two teacher/researchers consider how the identity of place shapes the everyday lives of the children and teachers in two early childhood classrooms. The research specifically explores the environment, documentation, and child-meaning maker as related to the identity of place. By “identity of place” the authors refer to the powerful identities embedded in the locations in which schools are situated and the influence of these identities on all aspects of the early childhood classroom. This paper is a first step in investigating the ways in which identity of place actively steps into lives of children, and shapes learning experiences.  Findings are organized into three lenses: School and Place, Children and Place, Teachers and Place.

Carrying New York City into the Classroom and Carrying Ourselves into the World

Carrying New York City into the Classroom and Carrying Ourselves into the World

Heather J. Pinedo-Burns, Ed.D.
Carrying New York City into the Classroom and Carrying Ourselves into the World. Continuing the Conversation: Arts in Education, Harvard University, Cambridge, MA. October 2013.

Referring to John Dewey, curriculum theorist James Macdonald(1971) noted: “educational philosophy was the essence of all philosophy because it was ‘the study of how have to have a world’. Curriculum theory in this light might be said to be the essence of educational theory because it is the study of how to have a learning environment”  (p. 199). In this Pecha Kucha presentation, I seek to explore the what happens to our teaching, ideas of curriculum, and relationships with one another and the children when one New York City preschool faculty works to experience together the rich cultural offerings of our learning environment not only in the world of the classroom, but in the lives of the teachers as well?