Introduction

In the world of education, bringing teachers together is really important, especially when we talk about Froebelian ideas. I’m Foteini, and along with my colleagues Vasiliki and Ioanna, we led the ‘Froebelian Leadership: Cultivating a Network of Greek-Speaking Educators’ project. The idea of co-creating a Greek-speaking Network started with Greek teachers who learned about Froebel and visited Edinburgh in 2023. We aimed to facilitate the co-design of this network as part of our leadership project and this report looks at our experience leading this project, how it grew from an idea in Edinburgh, and what challenges and exciting things could come next.

Context

Our project emerged within the context of a community of Greek practitioners who are really into Froebelian learning. Having undergone Froebelian Futures courses and experiencing the transformative environment of the Edinburgh Froebel Network conference, our vision crystallized into the creation of a practitioners’ network in Greece. Our initial aspirations focused on regular meetings, mutual support in implementing Froebelian principles, and the collaborative creation of educational resources.

After finishing the Leadership course, I (Foteini), along with Vasiliki and Ioanna, focused on making this group idea a reality. The core group had already met once during the summer break and the start of the school year seemed like a good opportunity to develop a strategic way in order to “make this network happen”.

The setting was situated amidst the diverse landscape of Greek-speaking educators, each grappling with unique challenges in translating Froebelian principles into practice. Varied demographics, pedagogical approaches, and policy nuances underscored the need for a tailored approach to unify practitioners. Our mission was to transcend these differences, establishing a shared space where Froebelian ideas could flourish and adapt, fostering a collaborative environment rooted in Froebelian principles.

Our methodology, which is based on Froebelian Principles, focused on a participatory approach, valuing the unique insights and experiences of each educator involved. Embracing inclusivity, we invited participants from various cohorts and those connected through the Edinburgh visit to engage in three monthly meetings. Each session was co-led by us in different parts, fostering a diverse and collaborative leadership model.

Creating the agenda together was really important. During each session, we focused on Froebelian Principles, material translation, and network co-design. This approach allowed for a shared vision and ownership among participants, aligning with Froebel’s emphasis on shared responsibility in education.

We asked for feedback after each session, making sure there was someone around for a bit longer if needed. In our last session, where we set up the next meeting led by another team, we actively asked for thoughts to keep things moving forward in a good way.

Ethics

Ethical considerations were paramount in our project, particularly concerning the safety and voluntary participation of adult participants. We made sure to keep everything private, not sharing anyone’s personal experiences without permission. If anyone felt uncomfortable or had concerns, we listened and addressed them quickly to create a safe and respectful space. These ethical choices were crucial for the well-being of everyone involved. Respecting confidentiality and getting consent built trust in our collaborative network. It made educators feel secure in sharing their experiences. Following these ethical principles not only matched Froebelian ideas of respect and trust but also made our project successful and trustworthy.