As the idea of diffraction involves waves of motion, I have organized supporting artifacts for this graduating portfolio into 3 sections called movements. I intentionally chose not to articulate goals here, as I perceive the objective of setting goals as an intention to arrive at a specific place or end result.

I feel that movements are in alignment with my metaphor of diffraction as a way of describing and responding to waves of displacement, potential barriers, additions and subtractions of energies, multiple and unpredictable results and endless possibilities.

 

Thus, the examples of my writing and thinking through this Masters program are introduced in 3 movements, describing the effects of waves of water, waves of sound and waves of light.  These represent my intentions to notice and generate movement and difference in theory and practice in ECE, and also to be part of the movements and difference, contributing to and participating in the creation of waves to break apart, to intra-act and to illuminate known and as-yet-unknown problems and possibilities in the field of ECE.

 

Diffractive practise in my college faculty role means that I am committed to breaking apart, critiquing and overthrowing colonial, capitalistic and other dominant narratives in the systems that continue to privilege me and marginalize others. I am committed to continued learning about Indigenous ontologies and epistemologies so that I can unburden Indigenous peoples of the entire tasks of decolonization and indigenization. I am committed to de-centering the human as the controller of relationships, with a renewed reverence for non-human beings and energies and possibilities for intra-action. I am committed to collaboration and collective discourse as a leadership philosophy, and believe that all voices are important and must be illuminated. Finally, I am determined to continue to look for and respond to difference by attending to new and divergent theories, stories, imaginings and movements in early childhood education.