ORCID Profile
0000-0003-3430-0717
Current Organisation
University of Tasmania
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Early Childhood Education (excl. Māori) | Curriculum and Pedagogy Theory and Development | Curriculum and Pedagogy | Education Systems | Globalisation and Culture
ANZSRC Socio-Economic Objective (SEO)
Pedagogy | Learner and Learning Achievement | Syllabus and Curriculum Development | Learner Development |
Related Links
Publications
Playworlds as an evidenced-based model of practice for the intentional teaching of executive functions
Publisher: Informa UK Limited
Date: 23-10-2022
Practices/8, New Zealand: Attentive Encounters: Infant and Toddler Participation in an Early Childhood Community
Publisher: Springer International Publishing
Date: 2019
'The Centre is My Business': Neo-liberal politics, privatisation and discourses of professionalism in New Zealand
Publisher: SAGE Publications
Date: 2010
DOI: 10.2304/CIEC.2010.11.1.49
Abstract: Over the past decade, professionalism has become a keyword in early childhood education in New Zealand. The emphasis on ‘professionalism’ in education often refers to increased accountability and outcome-focused approaches to teaching. The push to managerial performativity as a new hallmark of professionalism has led to arguments that warn of a ‘deprofessionalisation’ of teachers as an effect of neo-liberal education reform. This article argues that discourses of professionalism in neo-liberal times and places are multifaceted and more complex than the ‘deprofessionalism’ argument indicates. Instead of reinscribing neo-liberalism as a monolithic entity which produces one particular type of professionalism only, the article proposes to look closely at what kind of professionalism is enacted in particular places. The article focuses on two ‘professionalisms' — one in a corporate context, the other one in a small, private centre — to highlight the coexistence of different articulations and enactments of ‘neo-liberal professionalism’ in early childhood education.
Current situation and future prospects for the Australian beef industry — A review
Publisher: Asian Australasian Association of Animal Production Societies
Date: 07-2018
DOI: 10.5713/AJAS.18.0090
Supporting multidisciplinary networks through relationality and a critical sense of belonging
Publisher: Informa UK Limited
Date: 02-07-2016
Imagining otherwise: A (brief) Darwinian encounter with quality standards
Publisher: SAGE Publications
Date: 03-02-2016
Abstract: The prevailing discourse of quality in early childhood education in Australia and internationally supports the idea that everyone, from families to educators, policymakers, researchers and politicians, wants high-quality early childhood education programs for all young children. This dominance is so pervasive that it becomes difficult to think about quality in any other terms, putting limitations on ‘what it is possible to think’ when it comes to quality early childhood education. In an attempt to suspend the habitual and contested assumptions associated with the mission for quality, this article aims to move beyond what these discourses make it possible to think and imagine by traversing some of the territory as it exists currently in Australia. As part of this, we adopt an exploratory approach where we try and imagine otherwise. We do this by presenting a vignette, a rich description of a child ipe/sand event, which we work through using the National Quality Standard in Australia and a brief Darwinian encounter. The intention is to use what is familiar (observation, quality measurement) and make the familiar less familiar in order to create niches for variations and alternative imaginings of ‘quality’.
Infantmethodologies
Publisher: Informa UK Limited
Date: 10-12-2021
After the ‘post’: anthropocenes
Publisher: Informa UK Limited
Date: 25-11-2018
Troubling the intersections of urban/nature/childhood in environmental education
Publisher: Informa UK Limited
Date: 17-10-2017
Speculating on childhood and time, with Michael Ende’s Momo (1973)
Publisher: SAGE Publications
Date: 12-2016
Abstract: Childhood and time are closely linked concepts in education. Childhood as a modern domain is a cornerstone of the human narrative of being in time, with birth as the beginning and death as the end. A newborn child marks new beginnings and hope for the future, and geopolitically early childhood education is now seen as a cornerstone for building the economic wealth of nations. This perception of childhood and time as leading to better futures has come under scrutiny at a time when futures seem less and less predictable due to increasing economic, environmental, social, political and cultural pressures and tensions. This article explores childhood and time as concepts to speculatively imagine time as rhythm that creates differentiations with the aim of cutting time loose from linearity and causality. Michael Ende’s fairy-tale novel Momo (1973) offers possibilities for imagining time in its materiality and assists in speculative imaginings of time as rhythm that generates spaces for another, less causal and linear sense of time in early childhood education.
Making 'place' for ecological sustainability in early childhood education
Publisher: Informa UK Limited
Date: 02-2012
The Force of Gardening: Investigating Children's Learning in a Food Garden
Publisher: Cambridge University Press (CUP)
Date: 29-01-2015
DOI: 10.1017/AEE.2014.45
Abstract: School gardens are becoming increasingly recognised as important sites for learning and for bringing children into relationship with food. Despite the well-known educational and health benefits of gardening, children's interactions with the non-human entities and forces within garden surroundings are less understood and examined in the wider garden literature. Using a relational materialist approach (Hultman & Lenz Taguchi, 2010) that considers the material artefacts that constitute a learning environment, this article examines children's interactions with the animate and inanimate life forces through three specific garden photographs. The photos belong to data derived from a study that examined food, ecology and design pedagogies in three Australian primary schools. This paper argues that children's interactions with the non-human materialities of a garden are a vital dimension of gardening practice. The agential powers of gardens have great capacity to mobilise and inform children's inhabitation of food gardens.
Places for Pedagogies, Pedagogies for Places
Publisher: SAGE Publications
Date: 2012
DOI: 10.2304/CIEC.2012.13.2.99
Abstract: Working with an understanding of assemblage as the ad hoc groupings of vibrant materials and elements, this article argues that conceptualizing place as an assemblage opens possibilities for bridging the gap between subjects and objects that continue to structure pedagogy. Considering ‘place’ as an assemblage of humans and their multiple ‘others' puts emphasis on the productive nature of forces and forms as vibrant matter. While much of the literature on ‘place-based pedagogy’ argues for a commitment to place-based local environments as a counterpoint to globalization, ‘place-as-assemblage’ circumvents such politics of resistance. Instead of critique and opposition, the emphasis lies on finding ways for critical engagement and new perspectives through an understanding of the forces and forms that make places, and shape pedagogies. The article draws on New Zealand-based research to reconsider the often taken-for-granted relationship between place and pedagogy.
Making “Eco-Waves”: Early Childhood Care and Education Sustainability Practices in Aotearoa New Zealand
Publisher: Project MUSE
Date: 2014
Enhancing executive function through imaginary play: A promising new practice principle
Publisher: SAGE Publications
Date: 22-04-2020
Abstract: This paper presents the findings of a study conducted with preschool teachers trialling an intervention in which executive function activities are embedded in teachers’ daily practices and imaginary play is used to build meaningful problem situations that children solve using executive functions. The participants were 227 preschool children (53% male, M age = 55.5 months, SD = 4.2) in 10 preschool groups from Brisbane, Australia. The intervention consisted of educators and children creating and developing an imaginary situation (playworld) over an extended period (e.g. one school term). Executive function was assessed pre- and post-intervention. A repeated measures ANOVA demonstrated significant differences between Time 1 and Time 2 on all executive function measures. The study found that teachers can develop children’s executive functions when executive function activities are embedded in teachers’ daily practices, and when imaginary play is used to build meaningful problem situations that children solve using executive functions.
Making agency matter: rethinking infant and toddler agency in educational discourse
Publisher: Informa UK Limited
Date: 23-05-2015
Being and becoming cosmopolitan in early childhood curriculum: 'roots', 'wings' and cosmopolitan citizenship
Publisher: SAGE Publications
Date: 09-2014
DOI: 10.2304/GSCH.2014.4.3.224
Abstract: This article focuses on the notion of cosmopolitan citizenship as comprised of ‘roots' (belonging and local) and ‘wings' (becoming and global) to critically investigate how the concepts of local, global, belonging and becoming are held in tension in educational discourse in New Zealand and Australia. The complexities of thinking cosmopolitanism in early childhood discourse are explored through the following questions as a guide in the discussion: what is the historical relationship between concepts of ‘roots' and ‘wings' and cosmopolitanism in educational thought? Why might it be relevant to investigate how cosmopolitanism as a concept has shaped core aspects of the early childhood curriculum in New Zealand and Australia? How can the past help us to imagine possible futures as citizens of this planet? A key argument is that cosmopolitanism in educational policy has a tendency to diffuse foci on difficult issues around difference, which makes it a seductive discourse that ultimately supports global educational trends towards ‘learning societies’. It is argued that critical engagement with cosmopolitanism may generate new perspectives on how we may live together in a rapidly changing, erse world.
Big data: and the micropolitics of entanglement in the Earth’s becoming
Publisher: Informa UK Limited
Date: 23-04-2021
Interview with Iris Duhn
Publisher: Springer Singapore
Date: 2020
Doing curious research to cultivate tentacular becomings
Publisher: Informa UK Limited
Date: 08-04-2020
The Making of Global Citizens: Traces of Cosmopolitanism in the New Zealand Early Childhood Curriculum, Te Whāriki
Publisher: SAGE Publications
Date: 09-2006
DOI: 10.2304/CIEC.2006.7.3.191
Abstract: The first New Zealand early childhood curriculum framework, Te Whāriki, was published in 1996. Te Whāriki presents quality in early childhood education as productive of a particular type of child. In this article the author argues that Te Whāriki is not about ‘best practice’ but about producing the ideal child. This child emerged at a time when New Zealand was deeply entangled in neo-liberal visions of globalisation. The type of child embedded in New Zealand's early childhood curriculum has the potential to affirm neo-liberal visions of the future global subject.
Related Organisations
Related Funding Activities
Building Executive Function In Imaginary Play
Start Date: 2016
End Date: 2019
Funder: Australian Research Council
View Funded ActivityNaming The World: Early Years Literacy And Sustainability Learning
Start Date: 2016
End Date: 2019
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP160101008
Start Date: 03-2016
End Date: 08-2019
Amount: $278,038.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP150100279
Start Date: 06-2016
End Date: 12-2019
Amount: $214,857.00
Funder: Australian Research Council
View Funded Activity