by Matteo E. Cattaneo (Author)

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.