While running on a forest path, we imagined the Greek god Hermes flying alongside and interrupting our progress. Similar to navigating alternative routes while running with Hermes, the immigrant educators interviewed for Carolyn Bjartveit’s doctoral study veered from a single curriculum course and playfully exchanged and challenged cultural and Western ideals about pedagogy and childcare. Drawing on the work of early childhood education (ECE) scholars and the research participants’ lived experiences, we critically consider how wild dreams, imaginings, and hermeneutic ideas about play may contribute to our understanding of a transcultural curriculum that acknowledges diversity and difference.

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