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Abstract
This article delves into the concept of beauty within the context of early childhood education and social justice. It proposes a pedagogical project to challenge prevailing beauty norms and encourage critical engagement. The project fosters dialogue among children and explores beauty through a garden visit. Through these discussions, the children’s evolving perspectives on beauty emerge, transcending surface-level appearances and appreciating the interconnectedness of all living entities. Drawing on philosophical concepts of beauty and dialogue, the author underscores the significance of active listening, encountering other perspectives, thoughtful contemplation and lingering for a more inclusive and equitable early childhood pedagogy.
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No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Bo Sun Kim
Bo Sun Kim is a faculty member in the School of Early Childhood Education and Studies at Capilano University in Canada, located on the traditional, ancestral, and unceded territory of the Squamish, Tsleil-Waututh, Musqueam, Lil’wat and Sechelt (shíshálh) Nations. She is a faculty pedagogist of the Early Childhood Pedagogy Network and a member of the Early Childhood Pedagogies Collaboratory. Her professional interests focus on teachers’ pedagogical dispositions, children’s relations with worlds through their narratives and artistic languages, and critical place-based research. Her work draws upon postmodern theories, poststructural theorists Gilles Deleuze and Félix Guattari, as well as material feminist theories.