In this paper, two early childhood educator-researchers consider what it might mean to offer our fellow educators “professional love”, and to do so on purpose. Dwelling in what might be termed an epistolary methodology, writing to each other across the Canadian Prairies, we offer a practice in professional love that resists conclusions and foregrounds activity. We suggest that the act of writing letters across our troubled Prairies is equally an act of practicing professional love. The letters themselves span several months and trace the tensions and celebrations of our lived experiences as early childhood educator-researchers.
Dunnington et al. (Tue,) studied this question.