In the face of transmission-oriented national curricula, this study explores possibilities for claiming space for imagination, as ‘the most powerful and energetic of learning tools’ (Egan 1986), in early childhood education in mainstream Kenyan schools. Drawing from Egan’s work on imagination and Cummins’ Nested Pedagogical Orientations framework, this study interrogates the indispensable role of imagination in transformative education, as well as its utility in the ‘transmission’ of the government curriculum. This study draws insights from an initiative integrating imaginative, Waldorf-inspired pedagogies into mainstream pre-primary and early primary classrooms to explore how imagination-based pedagogies, including storytelling, creative play, poems and verses, drawing and painting, can support the development of critical literacies in young children.

中文翻译：

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想象力，华尔道夫和批判性文学：主流学校转型教育的可能性

面对面向传播的国家课程，本研究探索了在肯尼亚主流学校的幼儿教育中，作为“最强大和最有力的学习工具”争取想象空间的可能性（Egan 1986）。该研究借鉴了伊根（Egan）关于想象力的工作以及康明斯（Cummins）的嵌套教学取向框架，研究了想象力在变革性教育中的必不可少的作用，以及它在政府课程的“传播”中的效用。这项研究从将富有想象力的，华尔道夫（Waldorf）风格的教学法整合到主流学前和早期小学课堂中的计划中汲取了见识，以探索基于想象力的教学法，包括讲故事，创造戏剧，诗歌和诗歌，绘画和绘画，