Dynamic and Designed Dialogicality in a Kindergarten Classroom
← 128 | 129 → Chapter Seven
“There ought to be a book written about me, that there ought! And when I grow up, I’ll write one—but I’m grown up now,” she added in a sorrowful tone; “at least there’s no room to grow up any more here.”
Adventures change us. They change the contents of our intellectual, political, intrapersonal, and interpersonal toolboxes. They change how, in the present, we face the future and how we make sense of the past. In this book, I chronicled and interpreted several adventures: the adventure of a teacher committed to democratic transformative pedagogy; the adventure of a kindergarten learning community under the guidance of this teacher; the adventure of a child in that learning community who both embraced and resisted the demands of the journey; and the adventure of a researcher who was privileged to walk at their sides. Their stories, reviewed in this final chapter, converge and diverge; their convergences and divergences are the essence of this study.
I introduced Zeke in the opening chapter as a teacher committed to democratic transformative pedagogical practice. Philosophically aligned with the purposes of my project, Zeke’s class also fulfilled the other prerequisite: A child with lesbian moms was enrolled. ← 129 | 130 → Although I always intended to analyze pedagogy, I envisioned a different data set, with the child at the center and the teacher responding to questions that the child’s family stories would engender. Those stories never emerged,...
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