REAIE Landscapes of Collaboration: New Possibilities for Education in Complex Times: Reflection Four
July 16, 2025 | Written by Katherine Williams and Tania Lattanzio
Photo: A path of light and time by Javier Riera: As part of the Illuminate Adelaide City Lights
What a joy it was to be part of the Landscapes of Collaboration: New Possibilities for Education in Complex Times conference, hosted by the Reggio Emilia Australia Information Exchange (REAIE).
These are indeed complex times in education and we are all feeling this in different ways in our different contexts all over the world. Being surrounded by educators so deeply committed to honouring the rights, voices, and potential of children was humbling, inspiring and hopeful. A particular highlight was listening to the powerful words of Consuelo Damasi, atelierista, and Elena Maccaferri, pedagogista, from Reggio Children in Reggio Emilia, so beautifully and respectfully translated by Jane McCall.
This experience served as a powerful reminder of the importance of pausing to reflect, not only on what we do, but on why and how we do it. In the spirit of the Reggio Emilia philosophy, reflection is not an add-on. It is a way of thinking, a way of being, and a powerful tool for transformation.
In that spirit, we will be co-writing a series of blog posts as a way to reflect, learn, grow, and share this experience with others. We hope to capture the richness of what we encountered and the many proposals we are still sitting with.
To be there listening, connecting, participating and engaging in such meaningful dialogue was a true privilege.
Beyond Tokenism: Embracing Depth and Authenticity in Practice
Towards the close of the REAIE Conference, we had the privilege of hearing from Lou Kirkwood and Leah Ryan, leaders at New Horizons Pre-School in Hobart.
https://newhorizonspreschool.com.au/
Their presentation offered a powerful insight into how democratic values, pedagogy, and organisational structures can be genuinely aligned with a shared educational vision.
They reminded us that cultivating a meaningful and democratic culture in education is a gradual, intentional process, one rooted in reflection, dialogue, and a commitment to shared principles. At its heart is the belief that all members of the learning community, children, educators, and families, have the right to participate meaningfully.
Through an evolving process of inquiry and collaboration, Lou and Leah developed systems and structures that gave life to the values and pedagogical principles inspired by the Reggio Emilia approach. These weren’t imposed, but rather emerged organically from within the community. Pedagogy, in this context, wasn’t just discussed, it was enacted in daily decisions, relationships, and routines.
Families were not passive observers but valued co-constructors of the learning culture. Their involvement was not symbolic, it was essential. The centre’s commitment to democratic education was reflected in the way parents were invited into authentic partnership, shaping the community alongside educators and children.
Their journey was a compelling reminder that true transformation takes time. It requires educators to engage in the slow, complex, and often courageous work of aligning everyday practices with core beliefs. When done with integrity, this process not only changes the educational environment, it transforms the people within it.
Lou and Leah also illustrated how organisational structures can either support or inhibit a centre’s vision. They shared how they re-examined and redesigned key elements such as the daily schedule, staffing models, collaborative planning time, and use of space to reflect and support their pedagogical commitments. It was a powerful demonstration of what it means to live your philosophy, not just declare it.
They also identified practices that promote democratic participation, pedagogical clarity, and shared understanding which resist dominant discourses and open up new possibilities for inclusive, values-driven education. These can serve as catalysts for reflection and dialogue in any context.
And perhaps most importantly, Lou and Leah offered this caution: once we begin compromising our values, chipping away at them bit by bit we risk losing what we stood for in the first place. As they urged us: “Have the confidence to stand in your pedagogical posture.”
Our values and vision should not remain static statements on a page or decorative words on a wall. They must be embedded in the life of the community, reflected in every system, decision, and interaction.