Here the potential of w/o/a/ndering, anarchism, and storytelling in Early
Childhood Education is explored. Autoethnography is employed to blend personal
experiences with theoretical insights, dissecting contemporary educational
landscapes through philosophical traditions like anarchism and
existentialism. Central to this exploration is the concept of w/o/a/ndering,
symbolizing an interplay between wonder and wandering encouraging an
open-ended quest for knowledge, imagination, belonging and meaning.
Drawing from scholars like Luigina Mortari and Maria Zambrano, this thesis
reimagines educational encounters beyond traditional pedagogy, highlighting
storytelling as a possibility for encounter, play and philosophical
inquiry. Positioned within anarchic educational practices, storytelling fosters
genuine connections between educators and children. Anarchism is examined
as a lived experience, challenging power dynamics in education, influenced
by theorists like Colin Ward. Additionally, it delves into the contributions
of educators such as Paulo Freire and Walter Kohan, advocating for critical
pedagogy to shape inclusive educational environments.
Ultimately, the dissertation prompts reflection on educators' roles in Early
Childhood Education, blending theory with practical examples to encourage
agency and meaningful relationships in educational practice.
