Innholdsfortegnelse for APRIL ISSUE 20 2025 i Pedagogy+

In the aftermath of INSPIRE: An Uprising – Challenge, Advocate, Resist, we are still feeling the pulse of the collective energy, courage and hope that defined our time together. This edition of Pedagogy is born from that very moment—the moment we gathered not just to listen, but to act. At the conference, we were reminded that our work in education is never neutral. That every moment we spend with children is a political and ethical choice: to challenge the status quo, to advocate for those whose voices are unheard, and to resist forces that erode our values of justice, equity and care. These themes—Challenge, Advocate, Resist—echo through the pages of this publication. This special edition features articles from a selection of our conference presenters—each one offering insight, provocation and practical…

Music expresses that which cannot be put into words and that which cannot remain silent…—Victor Hugo The Sydney Street Choir’s performance at INSPIRE 2025 – An Uprising was a powerful reminder of music’s ability to heal, connect and uplift. Their songs resonated deeply, embodying the spirit of care, kindness and inclusion that flowed through the entire conference. Taking to the stage with spirit and song, the Choir moved hearts and sparked conversations about inclusion, resilience, and the transformative power of the arts. In the days before their performance, Anthony Semann met with choir members in Redfern Park for an intimate pre-conference conversation. Surrounded by trees and the hum of everyday life, they shared their stories of hardship, hope, and the community they’ve found through music. These heartfelt conversations added depth…

Acknowledgment We would like to acknowledge the first peoples on the lands where this work unfolded and pay respect to Aboriginal and or Torres Strait Islander peoples engaging with this work, including Elders, past, present and emerging. Depending on how recently you began working with groups of young children in a site-which could be anything from a school to a children’s centre to preschool, family day care or kinder-garten-you will have learned the importance of following up on a topic. This might have been labelled as ‘following children’s interests’ or ‘doing projects’ or simply following the theme that was always introduced at a certain time of year. The intentions would include the benefits of sequential planning, engaging children in purposeful activity, having resources prepared, helping groups learn to work together,…

Within the quiet, we return to ourselves—not smaller, but deeper — Pixie Lighthorse Amidst the energy of INSPIRE: An Uprising, where voices rose to challenge the status quo and advocate for meaningful transformation, one space offered a different kind of revolution. The Quiet Space was not simply a place of pause but a soft act of rebellion—a sanctuary for reflection, restoration and radical presence. Thoughtfully designed to slow the pace and deepen the breath, the Quiet Space welcomed all who entered, especially those who experience sound, light or movement differently. It was a place to land, to breathe, to belong and to be. It embodied a deliberate shift in how we think about wellbeing. Natural textures, soft tones, gentle rhythms, and biophilic design reminded us that sensory care is not…

Photography is not neutral. It is a tool that reflects our values, relationships and understanding of children (Kind, 2013). Yet, in many early childhood settings, photography has shifted from intentional documentation to a transactional currency—proof of our competence, evidence of a child’s day, something to be consumed rather than explored. ‘To photograph a child is not just to capture a moment, but to make a decision about what that child will represent. The camera is not only a tool of documentation; it is a tool of interpretation, and with it comes the responsibility of representation.’ Reding (2020) Are we documenting learning, or are we merely capturing children? The language we use is telling—capture, take, shoot. These words suggest possession rather than participation. Kind (2013) challenges us to reframe photography. Instead…

Legacy: A story of women was realised through the encounters and conversations had with the many wonderful people we have collaborated with over two decades. The bringing together of this collection has been a joyful experience. We are indebted to all who embraced the venture. Legacy: A story of women is a photographic essay which invites us to take time to reflect on our history and recognise those who have and continue to shape our world. The silken threads that weave this rich tapestry of women together can be best described by the qualities they share – intellect, tenacity, strength, resilience, vision, integrity, courage, vulnerability and humanity… inspiring those who come into contact with them and providing a step into our future. The collection is also a tribute to many…

A TIMELESS COMPANION In many cultures, the teddy bear is more than a toy—it is a bridge between generations, a keeper of memories, and a silent confidant. Passed down through families, it offers nostalgia, comfort, and a connection to loved ones. Its simple yet profound presence reminds us of humanity’s capacity for love, care and healing. CULTURAL SIGNIFICANCE Japan: Known as ‘Kuma’, they symbolise luck, protection and emotional healing. Germany: A family heirloom, representing bonds and heritage. Indigenous Tribes: Bear symbols in rituals embody protection, love and justice. India: Jambavan, the bear from the Ramayana, symbolises knowledge, wisdom, and spiritual strength to perform inconceivable deeds. Western Traditions: Guardians of dreams and protectors from nightmares. The Bible presents the bear as an emblem of spiritual strength and courage. A PROTECTOR, CONFIDANT…

At the recent INSPIRE 2025 conference, we shared the ongoing story of our social justice project. Our story began long before we even met—woven together through the diverse threads of our backgrounds, experiences, and overlapping ‘funds of knowledge’ (EYLF V 2.0, 2022). What brought us together was a shared, quiet commitment to social justice. But back then, it lived in the shadows of a hidden curriculum—safe conversations with children and carefully chosen books. We knew it was time to step into the light. To take action. To do more. Situated in the Blue Mountains, our small preschool exists in a predominantly Anglo-Australian Christian community. Challenges came early and uninvited. Eight years before our official social justice project began, we faced backlash for publishing our first Reconciliation Action Plan. The sight…

Each day, you, your children and colleagues arrive at the centre with your own emotions and experiences – your own ‘morning story’. Some children may feel anxious, upset, or overstimulated, while educators may carry stress from personal and professional challenges. These individual emotions converge in the classroom, influencing the learning environment in subtle yet profound ways. A positive classroom climate is essential for effective learning. Minimising disruptions benefits both children and educators, creating a calmer, more focused space with more teaching time, reduced stress, and improved overall outcomes. By integrating regular Peace Pauses – grounded in movement, breath and mindfulness – classrooms can become safe, calm havens for learning and growth. THE IMPACT OF STRESS ON TEACHING AND LEARNING Stress affects everyone, from young children to experienced educators. For children,…

INTRODUCTION: THE ESSENCE OF RESISTANCE In early childhood education, we have long advocated for children’s rights. Yet, as educators, are we doing enough to enact these rights in our daily practice? At the recent INSPIRE 2025 conference in Sydney, I reflected on the idea of pedagogical kindness – not as an act of niceness but as a deliberate, justice-oriented practice that upholds children’s rights. Drawing inspiration from thinkers like Pacini-Ketchabaw, et al (2014) and Grant and Pittaway (2025), I explored how enacting kindness as adults we can challenge complacency and drive change. Pedagogical kindness is not merely about soft benevolence but about acting in the face of educational injustices. It involves fostering environments where children feel valued, heard and respected. Engaging in this work requires us to question long-standing assumptions…

Pedagogical leadership is a dynamic and relational process, one that thrives on curiosity, reflection, and collaboration. In early childhood settings, leaders play a vital role in shaping a culture where learning is visible, valued and continuously evolving. As we journeyed through our experiences of leadership, we came to recognise that supporting educators in their practice is not about simply telling or directing; rather, it is about thinking alongside, coaching, mentoring, and modelling practices that foster deep professional inquiry. This article, explores how leaders can cultivate a culture of Pedagogical Documentation as a means to deepen educators’ understanding of children’s learning and their own professional growth. Drawing from our experiences as pedagogical companions, we invite you into a conversation about finding ways to help this work happen in your own setting.…

INTRODUCTION: A CALL TO ACTION Are we truly making learning visible, or are we just documenting? In an era where assessment is increasingly driven by accountability and compliance, it is time to ignite a revolution in our approach to documentation. Learning Stories offer an alternative—a way to challenge the status quo, advocate for meaningful assessment, and resist practices that fail to honour the complexity of children’s learning. Rooted in narrative, reflection and relationships, Learning Stories create a space where children, educators and families engage in deep, authentic meaning-making. This article explores the transformative power of revisiting Learning Stories, advocating for documentation that nurtures agency, dialogue and community. THE POWER OF REVISITING LEARNING STORIES Learning Stories are more than static records; they are living, evolving narratives that shape children’s learning identities.…

On a sultry Sydney evening, guests in fabulous finery gathered on the balcony of the historic Jones Bay Wharf. The warm breeze carried bursts of laughter and the gentle hum of chatter, blending perfectly with the fizz and splash of sparkling rosé poured into waiting glasses. As the sun dipped low, LED ballerinas twirled and glided, their graceful steps a living invitation—dancing us all into a night that promised magic and mischief. Inside, the mood turned deliciously dramatic—black candelabras stood tall, casting flickering shadows. Tables bloomed with black and pink florals and messages of revolution and resistance. Sultry songstress Sheba danced us onto the floor in two notes! In a whirl of sequins, chiffon and pure joy, the party exploded into full swing. DJ Scott Thomas kept the beats coming,…

In the wake of A Betrayal of Trust, Anthony Semann offers a powerful response that echoes the spirit of the recent INSPIRE 2025 Conference: An Uprising. At the conference, educators gathered to explore the concepts of challenge, advocacy and resistance. A primary focus over the three days was equity, inclusion and the rights of children – the right to be seen, heard and respected. Anthony’s words continue this uprising—naming harm, refusing to look away, and urging us all to speak out for those without a voice. This is more than a response; it’s a call to action. Because when trust is broken, silence is not an option. We rise, we speak and we protect what matters most—our children. CHILDREN’S SAFETY IS NOT JUST A LEGAL REQUIREMENT—IT’S A FUNDAMENTAL HUMAN RIGHT.…

‘There is a need to resist the dominant story and to tell other stories of education, stories that offer hope, possibility and alternatives, that restore the image of the child and the educator as rich, complex and fully human.’ – Peter Moss In a sector increasingly shaped by efficiency, compliance and outcomes, our work was born from a shared resistance, a desire to restore what has been lost in the grind of the systems: our humanity. We are Bron and Jenna, two completely opposite humans, drawn together by a curiosity about what happens when play and lore become the compass points of professional practice. Our name, Ludic & Lore, speaks to this: ▪ Ludic, from the Latin ludere, means to play ▪ Lore refers to the deep, often overlooked, wisdom…

The ancient spirits are all around us. They awaken when someone is willing to listen. They have many messages. To hear them, the student must be quiet in mind, body and spirit, for profound truth does not need to be yelled. In this sacred space of quiet whispers, reflection can take place and the earth breathes more easily — Callaghan, 2023 Through these profound words, we connect with the ancient wisdom of this land—a wisdom that has embraced the power of slowing down for centuries. There is strength in slowness: the strength to create space and time to think, to explore, to discover and to truly be present. Time to talk, to connect, to dive deep, and to become aware of the moments we experience. If slowness holds such transformative…

In many early childhood settings, learning corners have become default zones—set up more by legacy than by intention. These compartments, inherited from industrial-era schooling, are often designed to enforce structure, control and constant supervision. The result? Isolated spaces for reading, art, construction, and play that inadvertently confine rather than act as catalysts for wonder and discovery. Learning, however, should never be so boxed in. Instead, it is a fluid, interconnected process that deserves environments as dynamic as the young learners themselves. BREAKING THE MOLD: RETHINKING OUTDATED LEARNING CORNERS We need to challenge our assumptions about the spaces we create. Ask yourself: Are we genuinely attuned to the powerful impact of a well-considered learning environment? Instead of simply replicating what ‘has always been done,’ our designs should reflect a deeply intentional…

At the recent Inspire Conference, we shared a vision — one rooted in deep listening, rich collaboration, and the unwavering belief that children are capable citizens. Our workshop, “Anything worthwhile leaves a trace,” was both a celebration and an invitation: a celebration of what’s possible when we honour the child as a protagonist in their learning journey, and an invitation to all educators to challenge the traditional structures of schooling. We believe in schools where bells do not dictate the flow of learning, where curriculum breathes in and out of authentic projects, and where children’s voices do more than echo — they lead. This vision is not utopian; it is grounded in practice, in evidence, and in the daily reality of our classrooms Our session centred on the concept of…

As our extraordinary conference came to a close, the Sydney Street Choir took to the stage and gifted us a moment we won’t soon forget. Their performance was nothing short of powerful—heartfelt, uplifting and deeply moving. As the lights dimmed and the audience raised their phones in gentle solidarity, a sea of light flickered across the room, connecting us all through song and shared humanity. More than a choir, the Sydney Street Choir is a living example of music’s power to heal, uplift and unite. For over twenty years, they’ve created a safe and empowering space for people experiencing homelessness, disadvantage, and social isolation, offering not just music but connection, purpose and dignity. The voices of these wonderful characters carried stories of resilience and hope, reminding us that behind every…

Heather Barnes was awarded an Order of Australia Medal for service to early childhood education ten years ago. She has been in the education and care sector for a long time. The fact that she described the recent INSPIRE 2025 Conference as ‘the best conference she has been to’ in her 53 years in the sector perhaps explains how remarkable the conference was more clearly than any words I could say. INSPIRE WAS TRULY…INSPIRING. One only had to walk amongst the 1,000 people at the conference as they came out of sessions, danced on the dinner dance floor, listened in awe to keynote speakers, or listened in to the wonderful choir at the closing to know how the conference was landing with participants. WHAT MADE IT SO INSPIRING? It had…

Defining play is no simple task—particularly when viewed through the narrow lens of neurotypical and privileged perspectives. While often misunderstood as a light-hearted activity, play is a deeply embedded neural and emotional process. Dr. Stephen Porges (2021) reminds us that play is a natural mechanism through which children learn to regulate their nervous systems. It isn’t always joyful—play can evoke big emotions—but it supports children to develop the tools to move through stress, learn, and connect. True play, as Allan Schore (2019) notes, must be voluntary and motivated by intrinsic reward. It should never be used as a manipulative tool or hidden learning agenda. Play is a right—not a privilege—and children should be supported to play in their own ways, at their own pace, with their own preferences honoured. But…

IS A RIVER ALIVE? Author: Robert Macfarlane This compelling essay, ‘Is a River Alive?’ delves into the profound idea that rivers—and, by extension, landscapes—hold agency, voice and presence. The essay challenges dominant Western legal and philosophical traditions that have historically denied nature personhood. Instead, it advocates for an Indigenous and relational worldview where land, water and the more-than-human world are recognised as living entities with rights. This link between INSPIRE 2025’s call to action and Macfarlane’s question of aliveness could open space for deep dialogue on justice, activism and our entanglements with the world. It also aligns with the broader global movements in ecopedagogy, Indigenous rights and educational activism. Just as Macfarlane challenges the assumption that rivers are merely objects rather than subjects, INSPIRE 2025 challenges the idea that education…

Inspiring treasures bold and bright, Take some joy, let what you see spark your delight…