Deciphering Multispecies Pedagogies: Co-Creation in Early Childhood Education

In the Anthropocene, traditional pedagogical methods rooted in individualism and linear thinking are inadequate for addressing the complex challenges of climate change, zoonotic diseases, and technological advancements. This article contends that prevailing anthropocentric perspectives in early childhood education overlook the necessity of envisioning a multispecies future. By challenging binary distinctions, it emphasizes the Common Worlds framework and posthumanist perspectives, advocating for the inclusion of more-than-human entities in shaping our understanding of the interconnected world (Haraway, 2016). The article classifies and proposes alternative pedagogical approaches that focus on a relational, situated, and Common Worlds framework for multispecies pedagogy, highlighting the need for relational, place-based, and collective inquiry pedagogies. It argues that these approaches cannot be derived from existing curriculum models but require collaborative and experiential practices that foreground collective agency through innovative pedagogical methodologies.