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Speculating the Symbio: Possibilities for Multispecies and Multi-Entity World Making in Childhood Journal of Childhood Studies Pub Date : 2022-04-09 Shelley O'Brien
In this paper, I attempt to interrupt conventional analyses of childhood and instead illustrate the importance of diverse stories around child-nature relations. Vital materialist perspectives dismantle and disrupt binaries, so by exploring these perspectives, I am decentering the (adult) human and thinking-with the possibilities for multispecies relations in precarious times. This paper finishes with
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Memories of a Girl Between Worlds: Speculative Common Worldings Journal of Childhood Studies Pub Date : 2022-04-09 Esther do Lago e Pretti,Jieyu Jiang,Ann Nielsen,Janna Goebel,Iveta Silova
This article combines collective biography, diffractive analysis, and speculative fabulation to weave together the authors’ childhood memories of “common worlding.” Our collective biography brings into focus how we engaged in common worlding in our childhoods through dreaming, metamorphosis, and play by tactfully moving across different worlds and learning with the human and more-than-human others
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Reconceptualization of Inclusion through Anti-Bias Curriculum Journal of Childhood Studies Pub Date : 2022-04-09 Sarah Binnendyk
Tensions can arise when biased thoughts and practices are uncovered through discursive events in early years classrooms. This paper challenges the common practice of disregarding childhood curiosities in an attempt to ease tension and remove the risk of discomfort for some adults in caregiving and educating roles. Through a conceptual shift from a futurity of inclusion to an urgent call to action that
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Nnedi Okorafor’s Binti: African Science Fiction and the Reimagined Black Girl Journal of Childhood Studies Pub Date : 2022-04-09 Janet Rosemarie Seow
Nnedi Okorafor’s Binti unsettles harmful depictions of Black childhood and reconceptualizes the role of young Black females in racialized communities with an acute awareness of the challenges they encounter in the realworld. Using the speculative form of Binti as an allegory for the present, this article turns to the character of Binti to highlight ways to overcome obstacles of exclusion and otherness
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Editorial: Speculative Worldings of Children, Childhoods, and Pedagogies Journal of Childhood Studies Pub Date : 2022-04-09 Emily Ashton
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Flourishing Together Like a Troupe of Dancers in the Early Childhood Art Space Journal of Childhood Studies Pub Date : 2022-04-09 Kwang Dae (Mitsy) Chung
This article describes drawing events with a group of toddlers and an educator that I observed during my master’s research study. The article demonstrates how their artmaking space became a pedagogical third site in which the children, educators, and materials flourished together. First, I discuss how posthuman and new materialist perspectives in early childhood education invite consideration of how
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(Re)Envisioning Childhoods With Mi’kmaw Literatures Journal of Childhood Studies Pub Date : 2022-04-09 Adrian M. Downey
A generative reading of four recent children’s books by Mi’kmaw authors through Indigenous and posthumanist lenses, this article suggests that Indigenous children’s literature works at envisioning a “very old” future and highlights the counter-hegemonic potential of that future in the current moment. First, a reading of the Mi’kmaw mythopoetic tradition as speculative fiction is presented. Second,
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D032 N07 C0MpU73: Exploring (Post)Human Bodies and Worlds with/in Droidial(ity) and Narrative Contexts Journal of Childhood Studies Pub Date : 2022-04-09 Bretton A Varga,Erin C. Adams
This article focuses on droidial bodies in children’s literature to explore how speculative literacies foster necessary spaces for thinking about (non)human and more-than-human connectivity. Specifically, we share what was produced when we applied a framework underpinned by posthumanist concepts to three children’s books centering robots. Using Jackson and Mazzei’s thinking with theory to plug into
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Common Worlding Pedagogies: Opening Up to Learning with Worlds Journal of Childhood Studies Pub Date : 2021-12-21 Affrica Taylor,Tatiana Zakharova,Maureen Cullen
Common worlding is a collective pedagogical approach. It is also a deliberate move to open up education to worlds beyond narrow human preoccupations and concerns and beyond its standard framing as an exclusively social practice. In this article, we identify some of the guiding principles that underpin this approach and explain how they work out in practice. We do so by offering a selection of illustrative
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No Children Involved: Open Letter to My Fellow Educators: A review of Equity as Praxis in Early Childhood Education and Care Journal of Childhood Studies Pub Date : 2021-12-21 Gabrielle Monique Warren
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Temporalizing Childhood: A Conversation with Erica Burman, Stephanie Olsen, Spyros Spyrou, and Hanne Warming Journal of Childhood Studies Pub Date : 2021-12-21 Zsuzsa Millei
This paper is a summary of the keynote panel conversation that took place as part of the “Childhood in Time”conference, May 10–12, 2021. The speakers respond to the question of how they place childhood in time relations,giving examples from their own research and outlining an agenda for considering time in childhood studies.
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Toward a Process-Centered Account of Literate Activity in the Classroom Journal of Childhood Studies Pub Date : 2021-12-21 Gregory Braswell
This paper presents an approach to conceptualizing classroom activities that views teachers, students, and classroom objects as participating in continuous, cyclical processes of “reengaging” and “disengaging.” As an illustration, six episodes in a U.S. preschool classroom of a teacher, nine 4- to 5-year-olds, and a box (which held objects related to a featured letter of the week) were analyzed through
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The Aura of the Trace in One Child’s Projects in the World: Collecting as Rescue, Repetition, Rupture and Refrain Journal of Childhood Studies Pub Date : 2021-12-21 Elliott Kuecker,Melissa Freeman
Using one child’s archival collection, found in the Prospect Archive of Children’s Work at the University of Vermont, we consider the methodological complications involved in attempting to analyze material traces of childhood, created by the child. The experimental school where these artworks were originally completed practiced methods of deep observation and descriptive review of materials collected
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Differences in Child Care Participation Between Immigrant and Nonimmigrant Families Journal of Childhood Studies Pub Date : 2021-12-21 Mila Kingsbury,Leanne Findlay,Rubab Arim,Lan Wei
This study used data from the Survey on Early Learning and Child Care Arrangements (SELCCA) and the Longitudinal Immigration Database (IMDB) to examine patterns of child care use among Canadian immigrant and nonimmigrant families. Overall, children from immigrant backgrounds were less likely to be in child care. When considering only those in child care, children from immigrant families were more likely
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Compensating for Stigma: Representations of Hard to Adopt Children in the "Today’s Child" Journal of Childhood Studies Pub Date : 2021-12-21 Daniella Bendo,Taryn Hepburn,Dale Spencer
We examine 4,300 advertisements of children who were featured in Today’s Child, a daily newspaper column written by Helen Allen in the Toronto Telegram and Toronto Star (1964–1982) and syndicated across North America. We highlight how stigma and values were attributed to adoptive children featured in these advertisements. Our findings reveal how the advertisements perpetuated and attached stigma to
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A Critical Book Review of I’ve Been Meaning to Tell You: A Letter to My Daughter by David Chariandy Journal of Childhood Studies Pub Date : 2021-12-21 Sherine Douglas
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Pandemic Effects: Ableism, Exclusion, and Procedural Bias Journal of Childhood Studies Pub Date : 2021-10-25 Kathryn Underwood,Tricia Van Rhijn,Alice-Simone Balter,Laura Feltham,Patty Douglas,Gillian Parekh,Breanna Lawrence
The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling
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Unpacking the Childcare and Education Policy Response to the COVID-19 Pandemic: Insights from the Canadian Province of Quebec Journal of Childhood Studies Pub Date : 2021-10-25 Sophie Mathieu
Building from Blum and Dobrotić’s conceptual framework, this paper shows that the decisions to reopen childcare centres and schools in the Canadian province of Quebec in 2020 were influenced by four goals: (1) protecting public health, (2) promoting academic success / fostering early education, (3) addressing social inequalities, and (4) helping parents to reconcile employment and care activities.
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Troubled Pedagogies and COVID-19: Fermenting New Relationships and Practices in Early Childhood Care and Education Journal of Childhood Studies Pub Date : 2021-10-25 Nancy Van Groll,Kathleen Kummen
The COVID-19 pandemic has exposed vulnerabilities, tensions, and possibilities in the Canadian early childhood education and care system. This paper experiments with the metaphor of fermentation to critically reflect on the ways we, as ECEC postsecondary instructors, were challenged in upholding our pedagogical commitments. Through retrospective analysis of emails, meeting notes, and other personal
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COVID-19 and Childcare in Canada: A Tale of Ten Provinces and Three Territories Journal of Childhood Studies Pub Date : 2021-10-25 Martha Friendly,Barry Forer,Rachel Vickerson,Sophia S. Mohamed
This paper examines the effects of the COVID-19 pandemic’s first wave on Canadian childcare. Using results from 8,300 responses to a Canadawide survey of centres and regulated family childcare, it illustrates how limited public funding and reliance on parent fees made childcare unsustainable when services closed. The lack of public funding created financial stress and uncertainty about the future among
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Early Childhood Education in Canada During a Pandemic Journal of Childhood Studies Pub Date : 2021-10-25 Veronica Pacini-Ketchabaw,Susan Prentice
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Critiquing Ontario’s Childcare Policy Responses to the Inextricably Connected Needs of Mothers, Children, and Early Childhood Educators Journal of Childhood Studies Pub Date : 2021-10-25 Brooke Richardson,Alana Powell,Rachel ` Langford
The COVID-19 pandemic has exposed the chronically inadequate childcare infrastructure in Canada and across much of the world. Government responses have been many and varied within and between countries, provinces, municipalities, and local communities. Embracing a feminist ethics of care lens, this paper examines how the needs of mothers, children, and early childhood educators were recognized as interconnected
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We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times Journal of Childhood Studies Pub Date : 2021-10-25 Marie-Anne Hudson,Lori Huston
This article discusses the potential that trauma-informed pedagogy and social-emotional learning practices hold for supporting educators during the COVID-19 pandemic and beyond. The authors bring a critical lens to considering these approaches, noting some limitations and provisos in their use. We advocate for dialogue, mentorship, and professional learning in using them not only to support educators
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Thinking with Doors and Perspectives: Reimagining Early Childhood Spaces Journal of Childhood Studies Pub Date : 2021-10-25 Sherry Rose,Kim Stewart,Candace Gallagher,Pam Malins
This paper explores, through a posthumanist lens, child care as a communal responsibility, taking into account varied partial perspectives produced through human and more-than-human intra-actions. Multiple narratives illustrate embodied and experienced complexities within child care spaces allowing us to reflect on uncomfortable truths to enact affirmative ethics as a way to transform the ways we care
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What is a Child? Exploring Conceptualization of Pakistani Adolescents About Children Journal of Childhood Studies Pub Date : 2021-07-07 Azher Hameed Qamar
This study aimed to investigate the responses of university students (late adolescents) about their conceptualization of a child, exploring the characteristics they associate with being a child. The study was conducted in two phases. In phase 1, responses to one open-ended question, what is a child? (N=75), were analyzed using qualitative content analysis. In phase 2, students (N=90) filled in an online
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Dinner at Dinosaurland: Invention, Dialogue, & Solidarity in the Early Childhood Classroom Journal of Childhood Studies Pub Date : 2021-07-07 Selena L. Hoy,Jessica L. Lea,Erin E. Flynn
This Ideas from Practice piece highlights a storytelling practice called story circles as a routine classroom practice with the potential to catalyze shared ideas in the classroom by spurring invention, dialogue, and invention. Examining the slow-growing unfolding of stories about the invented world of Dinosaurland, we illuminate the potential of the language of story as a way for children to sustain
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Structural Challenges & Inequities in Operating Urban Indigenous Early Learning and Child Care Programs in British Columbia Journal of Childhood Studies Pub Date : 2021-07-07 Alison Gerlach,Shemine Gulamhusein,Leslie Varley,Magnolia Perron
Funding for urban, not-for-profit Indigenous early learning and childcare (ELCC) programs has not kept pace with a rapidly growing urban Indigenous population, increasing operational costs, and the rights of Indigenous children. In British Columbia (BC), closure of a prominent Indigenous ELCC program prompted a study of some of the key factors influencing the operation of Indigenous ELCC programs in
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Can I Share Your Ideas With the World? Young Children’s Consent in the Research Process Journal of Childhood Studies Pub Date : 2021-07-07 Sonya Gaches
Utilizing the four features of informed consent from the guiding document Ethical Research Involving Children, the article illustrates how the informed consent process was carried out with young children from the initial planning stages through the ongoing research’s focused conversations. Specifically, the questions of what would be needed to acquire informed consent from the children and what assurances
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Making Kin With Plastic Through Aesthetic Experimentation Journal of Childhood Studies Pub Date : 2021-07-07 Louisa Kate Penfold,Nina Odegard
Recent scholarship in childhood studies has raised concerns about humancentric, singular discourses regarding human-plastic relations. As a result, questions of how to develop new forms of learning with materials in environmental education are now an important issue for researchers, educators, and policymakers. This paper activates a feminist new materialist ontology to position plastic as an active
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Unboxing Childhood: Risk and Responsibility in the Age of YouTube Journal of Childhood Studies Pub Date : 2021-07-07 Julie C. Garlen,Sarah L. Hembruff
In this article, we look to viewer responses to James Bridle’s TED Talk on children’s YouTube to learn about the discursive landscape of childhood in the digital age. We first situate concerns about children’s use of YouTube within a history of moral panic and then conduct a thematic analysis of online comments to discover what viewers identify as the central concerns. We “unbox” three emergent themes
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How Do Children and Their Mothers Make Sense of Photographs Containing Other Children? Journal of Childhood Studies Pub Date : 2021-03-04 Ayşenur Benevento
Photographing is a cultural activity that helps share, make sense of and transform historical, personal, and societal experience and knowledge. The widespread practice of parents’ photograph taking and posting of their children inspired this study. The study asks: How do mothers and children use photographs of children to make sense of childhood? The research included an activity, where children (ages
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Caring In-Between: Events of Engagement of Preschool Children and Forests Journal of Childhood Studies Pub Date : 2021-03-04 Anna Vladimirova
This paper draws on process philosophy to imagine “care” as a collective practice of children and the forest in the context of Finnish early childhood education. By locating care in movement rather than an individual, the author challenges the notion of caring subjectivity and employs postqualitative inquiry to conceptually focus on an impersonal production of care. The author shows how care emerges
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Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum Journal of Childhood Studies Pub Date : 2021-03-04 Matthew Sampson,Christine McLean
Written in the voice of the first author, this article examines how two early childhood educators who practice emergent curriculum shifted from following a rules-based culture in their classroom to a more negotiated one. The voices of the child and educator research participants are excerpts from a larger qualitative study involving five educators who participated in interviews focused on their perceptions
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Book Review: Tiffany Lethabo King’s The Black Shoals Journal of Childhood Studies Pub Date : 2021-03-04 Adrianne Bacelar de Castro
Adrianne de Castro is a Brazilian educator with years of experience working in elementary and secondary schools in Brazil. Her MA thesis was inspired by common worlds pedagogies and thinking with, rather than mastering concepts of, materials and others of shared worlds. Her approach to early childhood education is collectivist and inclusive of more-than-humans. Her research is a humble response toward
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Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten Journal of Childhood Studies Pub Date : 2021-03-04 Zuhra Abawi
This paper critically unpacks the racialized and gendered hierarchies between the co-teaching model of early childhood educators (ECEs) and Ontario certified teachers (OCTs) in full-day kindergarten (FDK), and how such positionalities speak to racial socialization in early learning spaces. While young children and early learning spaces are often portrayed as raceless, ahistorical, and apolitical, extant
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Editorial: Thinking with/in/through Binaries and Boundaries: Sparking Necessary and Ongoing Conversations in Early Childhood Education Journal of Childhood Studies Pub Date : 2020-11-13 Iris Berger,Nancy Van Groll,Áurea Vericat Rocha
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Culturally Responsive Indigeneity of Relations Journal of Childhood Studies Pub Date : 2020-11-13 Lori Huston,Elder Brenda Mason,Roxanne Loon
This paper draws on the traditional sharing circle at the SPARK conference held at the University of British Columbia in 2019. The sharing circle was led by an Elder and two early childhood educators sharing knowledge from their perspectives and experiences of the Anishininiiwi Awaashishiiw Kihkinohamaakewi Niikaanihtamaakew Indigenous Early Childhood Education Leadership Program (IECELP). The sharing
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Early Childhood Educators’ Understandings of How Young Children Perform Gender During Unstructured Play Journal of Childhood Studies Pub Date : 2020-11-13 Sarah Reddington
This study explores Nova Scotia early childhood educators’ (ECEs’) understandings of how young children perform gender during unstructured play. This research reveals that ECEs view gender primarily through traditional gender stereotypes and often unknowingly construct heteronormative play spaces that then inform the ways in which children learn gender. However, the ECEs also recognize the requirement
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Wrestling with “Will to Truth” in Early Childhood Education: Cracking Spaces for Multiplicity and Complexity Through Poetry Journal of Childhood Studies Pub Date : 2020-11-13 Chenying Wang
This article intends to provoke ongoing conversations in the early childhood education context about “will to truth,” which Glenda MacNaughton regards as the intent to know and determine the “normal” and “preferred” ways to think, act, and feel as early childhood educators. The pervading existence of will to truth amplifies concerns over fixed and determined ways to think and act as early childhood
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Navigating Reconceptualist and Feminist Ethics of Care Scholarship to Find a Conceptual Space for Rethinking Children’s Needs in Early Childhood Education Journal of Childhood Studies Pub Date : 2020-11-13 Rachel Langford
The aim of this article is to navigate through differing perspectives on the concept of children’s needs in early childhood education. Reconceptualist scholars critique the developmental narrative of the needy and dependent child. In contrast, feminist ethics of care scholars regard having needs and dependencies as ontologically what it means to be human. The article proposes a potential in-between
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Gender Disrupted During Storytime: Critical Literacy in Early Childhood Journal of Childhood Studies Pub Date : 2020-11-13 Cayley Burton
In Western early childhood education, cultural expectations about socially acceptable gender performance too often divide young learners along the Victorian sex-gender binary, erasing the beauty of childhood gender diversity. This essay advocates for the development of children’s gender literacy skills through the use of picture books. Building on Judith Butler’s theory of recognizability, I argue
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Living Speculative Pedagogies as Boundary-Crossing Dialogues Journal of Childhood Studies Pub Date : 2020-11-13 B. Denise Hodgins,Narda Nelson,Sherri-Lynn Yazbeck,Xiaofeng Ke,Rosalind Turcotte
This article shares the experience of expanding what was initiated at the SPARK conference as one example of engaging pedagogical development as an ongoing critically reflective boundary-crossing dialogue. It extends conversations in relation to a climate change inquiry project that explored thinking with trees by revisiting a concept integral to our inquiry—listening— in order to critically interrogate
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Living with Time Journal of Childhood Studies Pub Date : 2020-10-20 Leigh (Mean Seo) Kweon
Leigh Kweon is a graduate of the Bachelor of Early Childhood Care and Education program at Capilano University. She recently embarked on a new journey as a pedagogist to pursue further learning within and beyond early childhood education. Her research interests are in pedagogical work where theory and practice work together hand in hand, and reimagining early learning as collective and relational lived
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Book Review: Colin Heywood’s Childhood in Modern Europe Journal of Childhood Studies Pub Date : 2020-10-20 Sabiha Didar Tutan
Childhood in Modern Europe (Cambridge University Press, 2018, 280 pp.) is a meaningful contribution by Colin Heywood to the textbook series “New Approaches to European History.” The book clearly introduces and explores the major themes and problems in the history of childhood studies in Europe. The work brings together existing studies of childhood across Europe and adopts a comparative approach; its
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Friendly Guns: Power, Play, and Choice in Preschool Journal of Childhood Studies Pub Date : 2020-10-20 Kortney Sherbine
Kortney Sherbine is an assistant professor in the School of Teacher Education and Leadership at Utah State University. Her research examines teacher identity, literacies, and children’s encounters with popular culture. Her work has appeared in the Journal of Early Childhood Literacy, the Journal of Language and Literacy Education, and Policy Futures in Education, among other journals and edited volumes
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Researching the Moral Experiences of Young Children: A Pilot Study Journal of Childhood Studies Pub Date : 2020-10-20 Nora Makansi, Franco Carnevale
Nora Nader Makansi holds an undergraduate degree in dentistry. She completed her master’s and doctoral studies in the Division of Oral Health and Society at McGill University’s Faculty of Dentistry. Later, Nora joined the VOICE (Views On Interdisciplinary Childhood Ethics) project in January 2015 as a postdoctoral trainee working with Drs. Franco Carnevale and Mary Ellen Macdonald. Through her doctoral
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A Research Journey with Plains Cree Elders Regarding Their Image of the Child Journal of Childhood Studies Pub Date : 2020-10-20 Janine Tine
Janine Tine is a PhD Candidate at the University of Alberta. Her early childhood research interests include bicultural childhoods, parental perceptions of childhood and childrearing held by intercultural couples, and Indigenous conceptions of childhood. Prior to completing her master’s degree at the U of A, Janine taught grade 2 for six years and gifted education for three. She has a Post-Degree Certificate
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Entangled Narratives: How Literate Histories of Early Childhood Educators Expand Possibilities Within Online Learning Spaces Journal of Childhood Studies Pub Date : 2020-10-20 Kim Stewart, Candace Gallagher
Kim Stewart has experience in the field of education as a teacher (both locally and internationally), principal, researcher, curriculum developer, subject coordinator, and instructor for the University of New Brunswick and St. Thomas University. Currently she is a PhD candidate in the UNB Faculty of Education and the coordinator for the bachelor of education in early childhood. Through the theoretical
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Early Childhood Pedagogy: Veronica Pacini- Ketchabaw Interviews Peter Moss Journal of Childhood Studies Pub Date : 2020-07-14 Veronica Pacini-Ketchabaw,Peter Moss
This conversation between Peter Moss and Veronica Pacini-Ketchabaw addresses a wide range of subjects, from Moss’s early writings on the ethical and political struggles of early childhood education to the challenging suggestions of pedagogical experimentation.
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Mapping Child-Animal Care Relations in Shaun Tan’s Tales from Outer Suburbia Journal of Childhood Studies Pub Date : 2020-07-14 Amy Mulvenna
This article explores caring relations between child characters and sentient animals in two tales by Australian author-illustrator Shaun Tan. Each of Tan’s 15 Tales from Outer Suburbia are set in an “outer” suburban world replete with curious critters. These include a silent and stoic water buffalo, an unmoving dugong (manatee), and other surprising companion species. In this article, the author unpacks
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Editorial: Child-Animal Relations and Care as Critique Journal of Childhood Studies Pub Date : 2020-07-14 Tuure Tammi,Riikka Hohti,Pauliina Rautio
Childhood scholars have for some time worked toward the idea that instead of being situated in their own micro worlds, waiting rooms, or margins, children should be viewed and accounted for as full participants of society. This special issue aligns with this aspiration, while broadening the notion of what counts as society. It asks how to live and care in a society that does not consist of adult human
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Making “Cuts” with a Holstein Cow in Early Childhood Education and Care: The Joys of Representation Journal of Childhood Studies Pub Date : 2020-07-14 Teresa K. Aslanian,Anna Rigmor Moxnes
This article explores children’s play with representations of animals, specifically the Holstein cow, as noninnocent care practices in the context of early childhood education and care environments. We use Barad’s relational ontology and Chaudhuri’s concept of zooësis to activate a temporal diffractive analysis of memory stories about children’s play with cows in ECEC read through facts from past,
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Touching is Worlding: From Caring Hands to World-Making Dances in Multispecies Childhoods Journal of Childhood Studies Pub Date : 2020-07-14 Tuure Tammi,Riikka Hohti
In this article we analyze the phenomenon of touch to discuss care and knowing within child-animal relations. The empirical part was conducted as a multispecies ethnography in a comprehensive school with an educational zoo built in a huge greenhouse. Storytelling, Despret’s idea of “versions,” and insights drawn from dance are used to take a close look at touching events between the research participants
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No Happy Endings: Practicing Care in Troubled Times Journal of Childhood Studies Pub Date : 2020-07-14 Angela Molloy Murphy
This article uses a multispecies inquiry to research the relations between human children and other-than-human animals, specifically, a piglet, in a home-based early childhood setting. The focus of this work is to activate critical posthumanism and common worlds scholarship to consider the ethics of relations of care in which the fate of the cared-for is uncertain. I draw on Puig de la Bellacasa’s
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Witnessing the Ruins: Speculative Stories of Caring for the Particular and the Peculiar Journal of Childhood Studies Pub Date : 2020-07-14 John Drew, Kelly-Ann MacAlpine
John Drew is a PhD candidate in education studies at Western University. His research is situated at the intersection of curriculum and animal studies, and he is particularly interested in the potential for literature and popular culture to help foster multispecies empathy. He was awarded the 2018 Animals and Us: Research, Policy, and Practice Outstanding Graduate Student Paper Prize. Before returning
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Caring, Relating, and Becoming: Child-Horse Relationships in Equestrian Leisure Journal of Childhood Studies Pub Date : 2020-07-14 Utsa Mukherjee
Dr. Utsa Mukherjee is an associate lecturer in childhood studies at Birkbeck University of London. He recently received his PhD in sociology from Royal Holloway University of London. His research is located at the intersections of childhood studies and leisure studies, with a focus on questions around children’s social identities, agency, and materialities. Email: utsa.mukherjee.2015@live. rhul.ac
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Vulnerability, Resistance, and Reciprocity: Recasting Responsibilities of Care in Schooling Through Troubling Animal-Child-Adult Encounters Within a School for Marginalized Children Journal of Childhood Studies Pub Date : 2020-07-14 Maria Ejlertsen
This paper troubles enactments of care in schooling and open possibilities of caring otherwise through engaging it with a more-than-humanist relational lens of animal-child-adult relationships within a school for marginalized children, I explore two encounters child, and myself that challenge my self-perceptions as a caring educational researcher and educator and, within that, what counts as care.
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Creating Connections to Land through Art: Allowing Curiosity to Take the Lead in Urban Spaces Journal of Childhood Studies Pub Date : 2020-01-17 Jeannette Heino
When a child requested a visit to a colourful metal tree that she had seen on the way to the children’s centre, we had no idea it would spark a journey of connection to the land through the art found in a bustling, urban, downtown setting. This article describes our journey as educators as we used questions to guide and push forward our practice with children. The questions provoked both children and
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Opening Up the Unfamiliar and Enabling New Pathways for Movement and Becoming: Through, In, and Beyond Attachment Journal of Childhood Studies Pub Date : 2020-01-17 Donna Carlyle, Ian Robson, Monique Lhussier
The philosophy of Deleuze and Guattari opens up vast potential to disrupt and explore some of the confines of attachment theory when considering the development of enchantment, wishful, and magical thinking in childhood. Through connection with the use of the fairy-tale, the authors seek to illuminate and illustrate the lines of flight, which activate resistance against the universalism of attachment
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Ethics of Care in Practice: An Observational Study of Interactions and Power Relations between Children and Educators in Urban Ontario Early Childhood Settings Journal of Childhood Studies Pub Date : 2020-01-17 Rachel Langford, Brooke Richardson
Rachel Langford is a professor in the school of early childhood studies at Ryerson University. She is the principal investigator of an SSHRC-awarded project that seeks to theorize and frame a robust and coherent integration of care, ethics of care, and care work into Canadian childcare advocacy, policy, and practice. She is a co-editor of an edited volume, Caring for Children: Social Movements and