Gathering: An a/r/tographic practice for reconceptualized early childhood teacher education

This article considers what an a/r/tographic practice of gathering might offer to reconceptualized early childhood teacher training. Drawing on a research project with first-year early childhood education (ECE) students in a university setting, I propose that gathering offers artful ways that go beyond mind/body dualisms to study difficult and complex reconceptualist ECE literature. It allows for material languages and processes that support students in more-than-human learning classrooms.