Slowing Down in Neoliberal Times: Engaging in Deep Pedagogical Listening as Resistance

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Photo Credit: Catalina Baeza Hidalgo . Photo is black and white and shows two children cupping their hands towards one another.
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Published: Mar 11, 2026
Updated: 2026-03-11
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2026-03-11 (2)
DOI: https://doi.org/10.58042/gsgp-6k97

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Shawna M. Carroll
Capilano University
https://orcid.org/0000-0001-5226-142X

Abstract

You are invited to engage in this special issue, which shares five pedagogical narrations across a wide range of topics; each includes “an ethical and creative event composed of ongoing communication and processes of re-living and re-enacting experiences” (Kim, 2023, p. 4). These pedagogical narrations ask us to consider how we can allow ourselves to slow down and engage in deep listening, which is the foundation for any reciprocal relationship, human and more-than-human, and an “active verb that involves interpretation” (Rinaldi, 2001, p. 80). I invite the reader to think about how this slowing down and attuning to our context can be a process of resistance against the “neoliberal regimes” that are evermore present in our work in education (Davies, 2005).

Article Details

How to Cite
Carroll, S. M. (2026). Slowing Down in Neoliberal Times: Engaging in Deep Pedagogical Listening as Resistance. Journal of Childhoods and Pedagogies, 3(2), 1–4. https://doi.org/10.58042/gsgp-6k97
Issue
Vol. 3 No. 2 (2026): Special Issue - Slowing down in neoliberal times: Engaging in deep pedagogical listening as resistance
Section
Editorials
Author Biography

Shawna M. Carroll, Capilano University

Shawna M. Carroll (she/her) is a white settler Canadian woman who completed her K-12 teacher training in Ontario, Canada and continued onto her PhD at OISE (University of Toronto), where she studied the importance of incorporating representative, anti-colonial fiction in curriculum. After her work as an Associate Professor in the Graduate School of Education at Okayama University, where she focused on anti-oppressive language teacher education, she moved to her current position in the School of Education and Childhood Studies at Capilano University in North Vancouver, Canada. She is currently completing a research project where she moves beyond anti-oppressive education to imagine how Emergent Strategies (brown, 2017) and be reimagined in teacher education in Japan and Canada. For her recent research see: Carroll, et al. (2025); Carroll (2024); Carroll & Ogawa (2024); Grant, Masson, & Carroll (2024); Kunnas, Masson, & Carroll (2025).