Interaction Imagination

Yesterday I attended a teacher evening on democracy and youths at the
It has inspired this post about democracy, play and young children.

I remember a conversation I once had in Palestine about how Western defined democracy was problematic when forced upon a country rooted in more tribal systems - because, like this post describes, you can't talk western democracy with a people who speak another language of leadership - and I think it's important to remember that community, belonging, care and equity are not exclusive to western democracy - their are many Indigenous forms of "governance" that value all human and more than human life and well being
But as much of the world has been colonised by Westerners with their forms of democracy imposed - this has become a kind of default way of looking at life.
This post shares how important play plays in a truly "democratic" society - something that must be experienced, not just taught.
And too often adults behave in authoritarian ways - failing to provide a democratic experience for the children to practice in their play.
We adults have much to reflect on.
I also introduce an idea of democracy resting on four pillars - trust, belonging, collective autonomy and empathic curiosity.
https://suzanneaxelsson.substack.com/p/democracy-fails-without-play-the

It's concerning when a country I have always felt understood and protected play has been working slowly but surely to redefining children's play as something adults can and should control for the wellbeing of children.
Failing to see that it IS autonomous play that is essential for wellbeing.
These last few weeks there has been several articles about play being released where play is a method or tool to be used by adults and for children learn from instead of play being a biological drive that requires autonomy to experience.
I am also concerned to have received an email about a new "play" book where many of the authors write about play as a tool/method and my book was pitched as an alternative under it.
Play is play.
Not a tool - adult designed/directed/led activities can (and should) be playful - but this does not make them play.
It's why in Original Learning I created three roles, so that as adults we are aware of our power.
As teacher our power is to lead the learning (playfully)
As facilitator our power is to scaffold learning and skills need for play (playfully)
As playworker our power is to provide the conditions for play for every child - to empower the children's collective autonomy.
By knowing our role we also know when the children are participating in our agenda and when they have space to participate in their own agendas.

https://suzanneaxelsson.substack.com/p/view-on-play-and-adult-roles

Today I am the keynote at the "Unlocking the Future of Education" conference in Athens.
My talk is entitled "Unlocking Autonomy: Creating Democratic Spaces for Learning"

Of course play features within this - as do children's rights and my creation of the word "demomazi" - power together - focusing on community, respect and reciprocity rather than democracy- power of the people as throughout history we can clearly see that who counts as "people" has always excluded - and still does in many places in the world - whether that be women, ethnicity etc

Imagining the future of education rooted in shared power and community rather than hierarchy and compliance is something that excites me and fills me with hope - because the more we talk about a vision of what can/could be rather than just what it shouldn't be - the closer we get to making it happen for all children

Whenever I am to speak/present in Swedish I always collect words and phrases to help me feel confident - especially when it comes to concepts I am very familiar with in English but lacks a current dialogue in Swedish.
Schema theory is one of those areas that just doesn't seem to exist, or at least not amongst the people and social media groups I hang out in/with.
So here is a first introduction to schemas in Swedish (in English too)
I have deliberately not included the list of schemas that are usually found in books and articles because I don't want people fastening to the list as the central part of the theory - because I find the most useful part is reflecting on the patterns children engage in while at play - ie their brain adapting to a complex world.
To me schema theory is not a pedagogical method or approach it is a ludicological lens to understand play that can inform our pedagogical responses.
It is one of very many play lenses we need to wear.
https://suzanneaxelsson.substack.com/p/nar-barn-gor-samma-sak-om-och-om