A Carter Family Update Wonder of Learning Exhibit Hosts Annual Report

July 2014

Dialogues Around Quality

The presence of the Wonder of Learning Exhibit in Vancouver, BC, has provoked wonderful conversations around quality offerings for young children and their families. To that end, there have been a number of small, grass roots study groups that have sprung up, some focused on book/article readings and others on sharing and studying pedagogical documentation. Members of the Vancouver host organization have been asked to consult with various agencies as they review and reconsider program offerings and assessment practices. Local government has recognized that documentation is a valuable way of evaluating the learning of young children and promotes narrative assessment. Interest in Reggio-inspired professional development is burgeoning, with the VRCS offering several large conference events. A legacy of the exhibit has been the establishment of the Learning Journey grants program to foster collaboration and in-depth study of principles from Reggio, administered by the VRCS. Many articles have been published in Canadian journals that reflect the influence of Reggio ideas. Two new books by VRCS consortium members are in process: one with pedagogical documentation practices as a focus, and the second with an emphasis on materials explorations.

Echoes of the presence of the Wonder of

Learning exhibit reverberate throughout the

community in many different ways.

Reading and documentation study groups have formed, and educators see themselves as collaborators and researchers.

2

Visibility of Learning and Relationships Documentation and the practice of narrative assessment are of great interest in many settings following the exhibit’s presence. An increasing number of programs are exploring ways to use documentation to highlight learning. A new image of the child is emerging. There is a government supported pilot project underway that sees educators working with “pedagogistas” to facilitate in-depth study.

Collaborative Participation Several times a year, the Vancouver Reggio Consortium hosts large gatherings focused on “grass roots” professional development. These events are hosted by community programs and often number over a hundred participants. The Learning Journeys Grant project emphasizes collaboration as an essential element. There is interest in developing an online archive of documentation to share and draw inspiration from.

Values and Goals: Opportunities The presence of the Wonder of Learning exhibit in our community raised the bar for expectations of what exemplary programs for children can look like. Families are being welcomed into conversations about learning and parents are increasingly participating in professional development initiatives. Advocacy on behalf of children is being strengthened. Eyes are turned to Reggio as a leader.

Documentation = Connections Particularly in the school age sector, there is interest and

support for authentic and rich learning opportunities based in responsive, project-based work. Pedagogical documentation provides rich portrayals of such learning, and it becomes evident that mandated learning outcomes are met and surpassed. Support at district and government levels is being generated for new ways of working with children and families. Some school districts are allowing for documentation to replace traditional reporting formats.

3

Role of the Environment Reggio Emilia programs are known for their intentional and beautiful environments. We are seeing a shift from presenting “pretty” environments to an understanding of the values embedded in the choices made in designing spaces for children. Members of the VRCS have been invited to consult and support the reimagining of classrooms and play spaces throughout the region.

Local Exhibit Material Encounters, a project that involved working with several children’s centres, an “atelierista,” and “pedagogista” resulted in a small travelling exhibit of photos and text. This project will soon become a book and website, published by Routledge. Additionally, a cluster of educators taking part in a provincial leadership project have worked together in their community to create an exhibit and series of shareable books compiled from their documentation.

Advocacy and the Rights of Children An image of the competent child is understood as foundational for advocacy work. Issues of social justice are increasingly recognized as project-worthy topics. Educators take inspiration from the political project and ethics of Reggio Emilia to strengthen their own voices in support of a national child care system for Canada.

Vancouver Reggio Consortium Originally formed to host the Wonder of Learning exhibit in Vancouver, the VRCS has gone on to become an organization devoted to promoting and organizing Reggio-inspired professional development opportunities, including conferences, institutes, consultation, and program support.

4

Highlights

There is ongoing interest in ideas from Reggio Emilia, most particularly in school age contexts that have previously been unfamiliar with the pedagogical project from Reggio Emilia. Participation in professional development initiatives organized by the VRCS include approximately 50% of attendees working in the school system. This is an increase of at least 40% from prior to the exhibit’s presence in 2012.

The former Reggio Network (a loosely based collective of interested educators) has amalgamated with the Vancouver Reggio Consortium (a non-profit society).

Vancouver was able to support the installation of the Wonder of Learning exhibit in Hawaii in 2013 in a tangible way, both by sharing experiences prior to arrival of the exhibit there, and with the physical installation itself.

Six new study groups of have been established in the area, all focused on reading and discussing Reggio-related publications.

Four new study groups have been established to study pedagogical documentation from practice. Most of these are modeled after the Investigating Quality Project (a research study organized by the University of Victoria).

The Investigating Quality Project has expanded in BC, and is funded by the government. A pilot project to provide pedagogical facilitators in several communities is a key component of this effort, and is directly based on the study of pedagogical documentation.

A new book, Journeys Into Curriculum: Reconceptualizing Early Childhood Practices through Pedagogical Narrations, will be published in October, 2014, by University of Toronto Press.

A government funded research project exploring materiality in children’s centres has resulted in the creation of a small travelling exhibit entitled Material Encounters. A book of the same name is in the works, to be published by Routledge in 2015.

The VRCS has launched a small grants project, The Learning Journeys Grants, to support collaborative study of Reggio principles. This will culminate in an annual gathering and sharing event. Much interest is being expressed in participating in the Canadian Delegation/Study Tour to Reggio Emilia, scheduled for May, 2015.

Vancouver expects to be significantly involved in supporting the Wonder of Learning exhibit when it is in Toronto in 2016.

The VRCS has continued to be actively involved in organizing accessible, affordable, Reggio-inspired professional development events. These include:

• Inquiry Based Learning and the Reggio Approach: Supporting Inquiry Through Listening and Relationships. What We’re Learning at Opal School (with Susan McKay and Judy Graves). October 24/25, 2013.

• Dancing with Reggio Emilia: Metaphors for Quality (with Dr. Stefania Giamminuti). July 4/5/6, 2014.

• Pedagogical Documentation as a Professional Development Tool (with Dr. Karin and Per Alernivk from the Reggio Stockholm Institute). October 23/24, 2014.

A TWO DAY REGGIO-INSPIRED INSTITUTE

Join us as we explore ideas and possibilities from the

pedagogical approach of

Reggio Emilia for our own west

coast contexts. Stefania

Giamminuti, author and

researcher of the Reggio

approach, invites us to

consider our own identities,

our contexts and our images

of children, educators, and

families. She exhorts us to

construct an image of early

childhood settings as places

of encounter, places of

culture, places of democracy, and places for shared

research between children,

families, and teachers.

details of the three events on page 2

Stefania’s engagement with the early childhood field internationally spans over 15 years. Previously an early childhood teacher in an International School in Rome (Italy) and a Montessori School in Perth (Western Australia), she is currently a Lecturer in Early Childhood Education at Curtin University in Perth. Stefania spent six months engaging in PhD

research in the world-renowned municipal infant-toddler centres and schools of the city of Reggio Emilia, Italy. She maintains strong reciprocal relationships with educators, atelieriste, pedagogiste, and other key protagonists in Reggio Emilia. Stefania is the author of Dancing with Reggio Emilia: Metaphors for Quality, published in 2013 by Pademelon Press.

Dr. Stefania Giamminuti

JULY 3, 2014 EVENING TALK 7-9pm

Children’s Right to Beauty: Aesthetics and Pedagogical

Documentation in Reggio Emilia

JULY 4, 2014 INSTITUTE DAY 1 9am-3pm

Early Years Settings as Places of Research:

Possibilities from Reggio Emilia

JULY 5, 2014 INSTITUTE DAY 2 9am-3pm

Dancing with Reggio Emilia: Metaphors for Quality

CAPILANO UNIVERSITY, NORTH VANCOUVER

JULY 3, 4 & 5, 2014

DWELL IN POSSIBILITY

Evening Talk (7-9pm): Young Children’s Right to Beauty:

Aesthetics and Pedagogical

Documentation in Reggio Emilia

Stefania illustrates sensitivity to

aesthetics of the environment in the

schools of Reggio Emilia as a cultural

choice and value. She shows how

schools and communities can be

empathetic environments,

welcoming to children, educators,

and families, places that ‘belong’ to

children and speak of them. This talk

will inspire participants to imagine

and create beautiful environments

for children and with children and to

consider aesthetics as a value.

Evening talk: $20. Registration required.

• • • • • • • • • • • • • • • • • • • • •

Institute Day One: Early Years Settings as Places of Research - Possibilities from Reggio Emilia

The focus of this day is on thinking about contexts and values in early childhood settings through the lens of possibilities

offered by the educational project of Reggio Emilia. Beginning with an overview of key pedagogical principles,

Stefania will share stories from daily life in the municipal infant-toddler centres and schools; the evolution of a project

drawing and narrative from Arcobaleno infant-toddler centre; the experience of the learning community at Neruda

school welcoming a child with Down’s syndrome; and The Story of the Last Paratrooper to Land, a celebration of the

‘meaningful alliance’ between educators and families. Stefania uses rich images and video footage from her research

internship in Reggio Emilia to illustrate the possibilities that pedagogical documentation offers to make values and

choices visible in early childhood settings.

Institute Day One, July 4: $95 (Two Days $160). Registration required. Lunch included.

• • • • • • • • • • • • • • • • • • • • • • •

Institute Day Two: Dancing with Reggio Emilia: Metaphors for Quality

This day’s focus is on reconceptualizing quality in early childhood settings, and re-imagining research as an ethic of

welcome and relationship. Inspired by the voices and daily life of children, families, and educators in Reggio Emilia,

Stefania will propose a view of quality as value-laden and culturally constructed. Through the story of her own

encounter with the learning communities of Arcoboleno infant-toddler centre and Neruda school, she will explore the

image of early childhood settings as places of research, where children and adults are welcomed and valued as

researchers in daily life. Examples from daily life - rich images and the voices of children, teachers, and families - are

used to frame new understandings of quality and an invitation is extended to teachers to see themselves as researchers

in their every day encounters with children.

Institute Day Two, July 5: $95 (Two Days $160). Registration required. Lunch included.

REGISTRATION

Registration handled by Westcoast Child Care Resource Centre Find the registration link here:

h"p://events.constantcontact.com/register/event?

Evening talk: $20One day: $95Two days: $160

Dwell in possibility... Emily Dickinson

Material EncountersStudio Art Gallery, Capilano University

March 1-19, 2014Illustrating moments from a three-year art-based collaborative inquiry into materiality in early

childhood education, this exhibit explores materials as encounter and event. We consider what it means to think with things: how each material evokes particular intra-actions and presents particular

possibilities among/with/between young children.

A joint project between the University of Victoria, Capilano University, and Douglas College funded by the Social Sciences and Humanities Research Council of Canada

photos: Sylvia Kind

Inquiry Based Learning and the Reggio Approach:Supporting Inquiry Through Listening and Relationships:

What We’re Learning at Opal School

October 24 (evening), October 25 (full day), 2013 The Wosk Auditorium, Jewish Community Centre, 950 W. 41st, Vancouver

Friday, Oct. 25

Supporting Inquiry Through

Listening and RelationshipsSusan Mackay, Judy Graves, & Kerry Salazar

Early bird rate: $149

(before Sept. 15)

Thursday evening, Oct. 24

Public Talk: Approaches to

Learning (Registration required:

$19)

The Opal School, located within the Portland Children’s Museum, serves children from preschool to grade five. Children and teachers have been deeply engaged with the Reggio Emilia Approach for many years.

Registration open September 1, 2013.http://vancouverreggioconsortium.ca/professional-development.html

Supporting Inquiry Through Listening and Relationships: What We’re Learning at Opal School

Thursday, October 24, 7-9 pm. Inquiry Approaches to Learning. In this session, we’ll unpack “Inquiry-Based Education” to reveal its possibilities. We’ll consider inquiry as a spectrum that supports professional decisions on specific contexts and intentions. Classroom examples will demonstrate “Structured,” “Guided,” and “Open” inquiry.

Friday, October 25, 9 am-3 pm. Supporting Inquiry Through Listening and Relationships. How do we cultivate a culture of inquiry with learners of all ages? Today, we’ll use examples from Opal School to explore the role of intention, the use of materials, and collegial relationships that support rich learning environments.

Presenter Bios

Susan Harris MacKay is Director of the Museum Center for Learning, the research and documentation branch of Portland Children’s Museum. After a decade of teaching in public elementary schools, Susan joined Opal School staff as a teacher-researcher, providing leadership to Opal’s literacy approaches for over 10 years. She currently oversees the research, documentation and professional development initiatives of Opal School and Portland Children’s Museum.

Judy Graves is Founding Director of Opal School of the Portland Children’s Museum and the Museum Center for Learning. Prior experiences include service in early childhood and public school education in the roles of classroom teacher, professional development coordinator, administrator and consultant. Now “retired,” she continues to support education initiatives that strengthen quality education for children.

Kerry Salazar began her teaching career as an apprentice with Opal Charter School. She joined Opal staff as a member of the primary teaching team for children, 5-8 years. Currently in her fourth year, she teaches in a mixed-age classroom of first and second graders and shares what she is learning with interested educators and other stakeholders.

Judy Graves Susan Harris MacKay Kerry Salazar

Pedagogical Documentation as a Professional Development Tool

Guest Speakers: Karin and Per Alnervik

Documentation is about meaning as a give-and-take process, creating meanings using documentation of

children’s and teachers’ actions, interactions and/or activities, environments, and materials. Work with

documentation is always normative, since the aim is to use it as a form of assessment. (Karin Alnervik, 2013)

Karin Alnervik and Per Alnervik are pedagogistas and directors of Hallonett consortium of preschools

in Jönköping, Sweden, and are members of the Stockholm Reggio Institute. They have particular

interest in pedagogical documentation as a tool for professional development, and will bring projects

and documentation to share. The day will be full of inspiration and practical strategies.

They will be joined by Alejandra Sanchez and Claudia Ruitenberg, who will share their perspectives on

interpretations of education for Canadian early years contexts.

THURSDAY, OCT. 23, 2014. 7-9 PM $25 FRIDAY, OCT. 24, 2014. 9 AM-3 PM $119*

*EARLY BIRD RATE UNTIL SEPT. 15 REGISTER FOR ONE OR BOTH EVENTS NORMAN ROTHSTEIN THEATRE

VANCOUVER JEWISH COMMUNITY CENTRE 950 W. 41ST, VANCOUVER

Presents a Professional Development Opportunity

To register, go to:vancouverreggioconsortium.caclick on professional development

Thursday (evening)

“Swedish Early Years Education:

Our Education is Visible in our Pedagogical

Practices”

Karin and Per Alnervik

This presentation will address Swedish early

years education, teacher’s networks, and

HallonEtt’s history and pedagogy.

Registration required. $25.

Coffee and dessert provided. Certificates for

participation available.

THE BALL IS A CIRCLE FROM ALL ITS SIDES AND THE HOOP IS A CIRCLE FOR JUST ONE SIDE.

(HAZAEL, AGE 4)

Friday

“Pedagogical Documentation and Project

Work in HallonEtt’s Schools”

Karin and Per Alnervik

The value of pedagogical documentation will

be explained theoretically and demonstrated

through reference to a HallonEtt project.

“Broadening Interpretations of Children -

And Learning Something About Ourselves

in the Process”

Alejandra Sanchez and Claudia Ruitenberg

Early childhood educators interpret what

children say and do. This presentation will

offer new perspectives on the interpretative

process, and what it teaches us about our

assumptions as educators. It will also

demonstrate a practical strategy, the

Collaborative Critical Reflective Dialogue.

Registration required. $119 (early bird rate).

Lunch included.

Certificates for participation available.

Register for one or both days.

DR. KARIN ALNERVIK

KARIN RECENTLY COMPLETED DOCTORAL WORK FOCUSSING ON PEDAGOGICAL DOCUMENTATION AS A TOOL FOR TRANSFORMATION IN EARLY YEARS EDUCATION. SHE WORKS AS A PEDAGOGISTA IN A VARIETY OF CONTEXTS IN SWEDEN. KARINE ALSO TEACHES EARLY CHILDHOOD EDUCATION IN THE SCHOOL OF EDUCATION AND COMMUNICATION AT JONKOPING UNIVERSITY IN THE SOUTH OF SWEDEN.

PER ALNERVIK

PER HAS BEEN THE DIRECTOR OF HALLONETT PRESCHOOLS SINCE 2003. HALLONETT IS COMPRISED OF 3 SCHOOLS WITH 38 TEACHERS AND 170 CHILDREN, AND 2 ATELIERISTAS. PER IS ALSO ACTIVELY ENGAGED IN OFFERING PROFESSIONAL DEVELOPMENT TO PEDAGOGISTAS ALL OVER SWEDEN.

ALEJANDRA SANCHEZ

ALEJANDRA IS AN EARLY CHILDHOOD EDUCATION INSTRUCTOR AT DOUGLAS COLLEGE AND A DOCTORAL STUDENT AT UBC. HER RESEARCH IS ABOUT INTERPRETATIONS OF CHILDREN’S INTELLIGENCE IN EARLY CHILDHOOD EDUCATION. SHE HAS STUDIED SWEDISH EDUCATIONAL PRACTICES AND HAS FACILITATED THE PLACEMENT OF 22 STUDENTS IN SWEDISH SCHOOLS.

DR. CLAUDIA RUITENBERG

CLAUDIA IS AN ASSOCIATE PROFESSOR IN THE DEPARTMENT OF EDUCATIONAL STUDIES AT UBC. SHE ASKS PHILOSOPHICAL QUESTIONS ABOUT CONCRETE EDUCATIONAL SITUATIONS AND PHENOMENA, SUCH AS “WHAT IS THE DIFFERENCE BETWEEN STUDYING SOMETHING AND LEARNING IT?” AND “WHAT ASSUMPTIONS DO WE BRING TO OUR ENCOUNTERS WITH EACH OTHER?”

vancouverreggioconsortium.ca

JourneysReconceptualizing Early Childhood Practices Through Pedagogical Narration

Veronica Pacini-Ketchabaw, Fikile Nxumalo, Laurie Kocher, Enid Elliot, and Alejandra Sanchez

UTP-Journeys Cover-04.indd 1 2014-03-12 3:18 PM

Journeys

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JOURNE YSReconceptualizing Early

Childhood Practices through Pedagogical Narrations

Veronica Pacini-KetchabawFikile NxumaloLaurie Kocher

Enid ElliottAlejandra Sanchez

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Copyright © University of Toronto Press Incorporated 2014Higher Education Division

www.utppublishing.com

All rights reserved. The use of any part of this publication reproduced, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, or stored in a retrieval system, without prior written consent of the publisher—or in the case of photocopying, a licence from Access Copyright (Canadian Copyright Licensing Agency), One Yonge Street, Suite 1900, Toronto, Ontario M5E 1E5—is an infringement of the copyright law.

Library and Archives Canada Cataloguing in Publication

Pacini-Ketchabaw, Veronica, 1969–, author

Journeys : reconceptualizing early childhood practices through pedagogical narrations / Veronica Pacini-Ketchabaw, Fikile Nxumalo, Laurie Kocher, Enid Elliott, Alejandra Sanchez.

Includes bibliographical references and index.Issued in print and electronic formats.ISBN 978-1-4426-0943-3 (bound).—ISBN 978-1-4426-0942-6 (pbk.).— ISBN 978-1-4426-0944-0 (pdf ).—ISBN 978-1-4426-0945-7 (epub)

1. Early childhood education—Philosophy. I. Nxumalo, Fikile, 1971–, author II. Kocher, Laurie, 1959–, author III. Elliott, Enid, 1947–, author IV. Sanchez, Alejandra, 1967–, author V. Title.

LB1139.23.P32 2014 372.21 C2014–902008–2C2014–902009–0

We welcome comments and suggestions regarding any aspect of our publications—please feel free to contact us at news@utphighereducation.com or visit our Internet site at www.utppublishing.com.

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Every effort has been made to contact copyright holders; in the event of an error or omission, please notify the publisher.

This book is printed on paper containing 100% post-consumer fibre.

The University of Toronto Press acknowledges the financial support for its publishing activities of the Government of Canada through the Canada Book Fund.

Printed in Canada

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This book is dedicated to the children who co-created the pedagogical narrations we have worked with, including those

we share in the book.

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vii

CONTENTS

List of Illustrations ix

Acknowledgments xi

Beginning xiii

Locating Ourselves xvii

How to Use This Book xix

1 Engaging With Complexity 1Creating a Collaborative Critically Reflective Community 1Connections and Disruptions: Encounters with Diverse Perspectives 3Rethinking Professional Development 5Collaborative Action Research and Politicizing Practice 9Rethinking Quality in the Early Childhood Education Field 12Shifting our Focus from Understanding Practice to Complexifying

Practices 20

2 Reflecting Critically 23Bringing a Critical Perspective to Child Development 23What Do We Mean by Critical Reflection? 26Critical Reflection and Political Intentionality 29Theoretical Tools for Critical Reflection 33Pedagogical Narration: A Tool for Critical Reflection 36From Reflection to Diffraction 41

3 Challenging Assumptions 45Images of the Child  45Images of the Educator 62

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CONTENTSviii

Images of the Family 70Challenging Assumptions Complexifies the Learning Journey 74

Pedagogical Narrations in the Making: From Our Work With Educators 75

Princesses and Pirates 76The Tiara 83Becoming Rapunzel 86Entangled Bodies 96Building a Fort: A Pedagogical Narration by Kim Atkinson 105

4 Thinking Together 113Pedagogical Narration as a Tool to Complexify Practices 113Documenting Children’s Learning across Three Contexts 115Reggio Emilia: Pedagogical Documentation 115The McDonaldization of Pedagogical Documentation 120Pedagogical Documentation as a Discourse of Meaning-Making 123Pedagogical Narration as a Political Tool 129Pedagogical Narration as a Vehicle for Public Dialogue 134Pedagogical Narration as a Materializing Apparatus of Knowing 138

5 Opening to Possibilities 143Engaging with Pedagogical Narrations through Multiple Lenses 144Postfoundational Perspectives 147Opening to Multiple Perspectives Complexifies the Learning Journey 171

6 Opening to Ethics 173Inviting an Ethical Approach into our Practice 173Pedagogical Narration as a Nomadic Ethical Act 186Centring Ethical Potentials in our Practice 190

Staying in Motion 193

Understanding our Language: A Glossary 195

Appendix: Project Summaries 217Investigating Quality (IQ) Project 217British Columbia Early Learning Framework Implementation Project 218

References 221

Index 235

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ix

ILLUSTRATIONS

0.1 Veronica Pacini-Ketchabaw xvii 0.2 Fikile Nxumalo xvii 0.3 Laurie Kocher xviii 0.4 Enid Elliot xviii 0.5 Alejandra Sanchez xviii 2.1 Group time in Kim’s classroom 28 2.2 Children playing in pool of water 43 2.3 Child taking care of pool of water 43 3.1 From the cover of Caribou (Puttayuk, 2008) 593b.1a Children acting out princesses and pirates stories 763b.1b Princesses 803b.3a Children in Rapunzel 863b.3b Self-portrait of an Asian-African child 873b.3c Child looking at the mirror 893b.3d Children drawing 903b.3e Drawing of a princess 913b.3f It’s me being a musketeer—I have a sword. I’m pretending it’s a

wand. I swing it, that’s how the bad guys just fall down 923b.3g Drawing of laughter It’s me laughing. I have a

pink line on my face. I got a tiara from the store 933b.4a Stephanie reaching out to friend 973b.4b Stephanie and Sally holding hands 983b.4c Stephanie walking with a sticker 983b.4d Stephanie patting sticker onto Sally’s sweater 993b.4e Stephanie holding markers 1023b.4f Children hugging 103

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ILLUSTRATIONSx

3b.5a Jack attaching clamp 1063b.5b Attached clamp 106 4.1 Photo from Images of Learning project showing children working

with light projector 136 4.2 Photo from Images of Learning project showing shadows projected

by light projector 137 5.1 Princesses and pirates 144 5.2 Self-portrait of an Asian-African child 154 5.3 Child creating pool in sandbox 167

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Learning Journey Grants A project of the Vancouver Reggio Consortium

Grants of up to $500 will be available to successful applicants to the Learning Journey Project.

Applications must be emailed to VRCSgrants@gmail.com by September 15, 2014.

Please provide the following information.

1. Identify the team leader of the project and primary contact person for the project, including name, email address, and centre or institution.

Team Leader: ________________________________ Email: __________________________

Centre/Institution: _____________________________________________________________

Address: _____________________________________ City: ____________________________

Postal Code: ___________________ Province: _____________________________________

2. Identify the team members of the project, including: names, email addresses, and centres or institutions (use as much space as needed).

Name Email Centre/Institution and address

3. Provide a brief summary of the project including goals, clear connections to the study or exploration of the Reggio Emilia pedagogical philosophy, expected outcomes and benefits for the participants and their educational community, and a description of how the project outcomes will be shared with The Vancouver Reggio Consortium Society upon its completion. (1 - 2 pages maximum).

4. Provide a budget that includes a brief explanation justifying expenditures, up to $500 (1 page maximum).

Description/Explanation of Expenditures Expense

Total

 

 

 

Applicants will be informed of the outcome of their application in October 2014.

*Please note: successful applicants will be invited to share their projects at a Learning Journeys Sharing Circle late in the spring of 2015. Details to follow.