ORCID Profile
0000-0003-4681-6024
Current Organisations
Murdoch University
,
Tampere University
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Publisher: University of Victoria Libraries
Date: 21-12-2021
Abstract: 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 ex les from their own research and outlining an agenda for considering time in childhood studies.
Publisher: University of Victoria Libraries
Date: 26-01-2023
Abstract: During the Cold War, linear and future-oriented temporalities were enforced to accelerate social transformation on both sides of the Iron Curtain. Despite efforts to control time by bracketing complex human conditions, children were routinely engaged in everyday activities that followed different rhythms. Building on Barbara Adam’s notion of timescapes and drawing on collective biography research, this article examines different temporal experiences through childhood memories of harvesting in a forest, a family garden, and a collective farm. These memories reveal emotionally intense—embodied and embedded—temporal experiences of children entangled within timescapes of multiple and sometimes contradictory dimensions of human and more-than-human times.
Publisher: Springer Singapore
Date: 2019
Publisher: University of Chicago Press
Date: 11-2021
DOI: 10.1086/716692
Publisher: SAGE Publications
Date: 13-02-2022
DOI: 10.1177/15327086211068194
Abstract: This article is written as and ethnodrama. Approaching memory work as decolonial practice, we aimed to multiply stories of Cold War childhoods while simultaneously making the politics of collective biography processes explicit. The script is based on nonfictional reality and is expanded by both researched and speculative elements to compose an evocative text and the characters of the drama. Ethnodrama offers a sense of how it was to “be there,” attending to unspoken and embodied knowledges, questioning habits and assumptions, and making visible the hierarchies and power, and the intricacies and coloniality of knowledge production that emerge in research practices.
Publisher: Springer Fachmedien Wiesbaden
Date: 2020
Publisher: Informa UK Limited
Date: 03-09-2021
Publisher: Informa UK Limited
Date: 15-12-2021
Publisher: University of Chicago Press
Date: 05-2017
DOI: 10.1086/690458
Publisher: SAGE Publications
Date: 23-05-2023
DOI: 10.1177/14749041231170985
Abstract: Early childhood/educational environmental imaginations transmit national, global and planetary views of the world through texts, visual representations and material objects. These representations produce politics, including nationalism and globalism, and play a part in policy making as well as in how children learn to view and relate to the world. Education, however, needs a new political attractor during anthropogenic climate change that differently orients political engagement with the world for education. In this article, we think with the four political attractors Latour describes: the national, global, planetary and Earth, and Cobb’s notion of the child’s primary relatedness to the world. We explore children’s environmental imagination in their drawings and associated stories to highlight the kinds of politics present in their views promoted by current imaginations. Then, we spin these stories further with speculative experiences our own relation with the world with Latour’s ideas and point to a new political object the Earth and Earthly politics for education.
Publisher: Informa UK Limited
Date: 05-08-2019
Publisher: Informa UK Limited
Date: 13-01-2017
Publisher: Wiley
Date: 30-03-2018
DOI: 10.1111/CHSO.12269
Publisher: IOP Publishing
Date: 07-2021
DOI: 10.1088/1748-0221/16/07/P07029
Abstract: The ATLAS experiment at the Large Hadron Collider (LHC) employs a trigger system consisting of a first-level hardware trigger (L1) and a software-based high-level trigger. The L1 muon trigger system selects muon candidates, assigns them to the correct LHC bunch crossing and classifies them into one of six transverse-momentum threshold classes. The L1 muon trigger system uses resistive-plate chambers (RPCs) to generate the muon-induced trigger signals in the central (barrel) region of the ATLAS detector. The ATLAS RPCs are arranged in six concentric layers and operate in a toroidal magnetic field with a bending power of 1.5 to 5.5 Tm. The RPC detector consists of about 3700 gas volumes with a total surface area of more than 4000 m 2 . This paper reports on the performance of the RPC detector and L1 muon barrel trigger using 60.8 fb -1 of proton-proton collision data recorded by the ATLAS experiment in 2018 at a centre-of-mass energy of 13 TeV. Detector and trigger performance are studied using Z boson decays into a muon pair. Measurements of the RPC detector response, efficiency, and time resolution are reported. Measurements of the L1 muon barrel trigger efficiencies and rates are presented, along with measurements of the properties of the selected s le of muon candidates. Measurements of the RPC currents, counting rates and mean avalanche charge are performed using zero-bias collisions. Finally, RPC detector response and efficiency are studied at different high voltage and front-end discriminator threshold settings in order to extrapolate detector response to the higher luminosity expected for the High Luminosity LHC.
Publisher: Springer Singapore
Date: 08-08-2016
Publisher: Springer Science and Business Media LLC
Date: 27-11-2020
Publisher: Informa UK Limited
Date: 08-2019
Publisher: Journal of Childhood, Education and Society
Date: 14-07-2023
DOI: 10.37291/2717638X.202342278
Abstract: Studies focusing on East Central Europe have generously explored collective memory (lieux de mémoire, monuments, ceremonies) and nostalgia for a past regime, but rarely have they examined memories as carried in child bodies. In this paper, we analyze selected Cold War childhood memories to explore events in which children’s bodies seemingly act out of control. As a part of socialization, children are taught to consciously control their bodies to fit in the societies they have been born to. With learning to control the body, children also learn that bodies are separate from their minds and that their minds can govern and regiment their body. However, bodies also slip up, avert, or simply remain unaffected by these attempts, in a way ‘speaking back’ to regulating forces, thus troubling the modernist assumption of the separation between the mind and body. The aim of the paper is to show the complexities and limits of socialist or any modern(ist) forms of socialization in which the concerted efforts of the mind are mobilized to govern the body. Moreover, the discussion of body memory and the highlighted mechanisms of how socialization efforts create bodily memories adds to our understanding of the effects of pedagogical intentions in education.
Publisher: Informa UK Limited
Date: 02-07-2016
Publisher: Routledge
Date: 02-08-2023
Publisher: SAGE Publications
Date: 14-11-2018
Abstract: In our current context, researching how young children encounter and inhabit the nation among erse people is ever-more important. In societies free of conflict, the nation operates beneath the surface, therefore, it is difficult to study. By bringing together the perspectives of ‘everyday nationalism’ and ‘cultural pedagogy’, I develop the concept of ‘pedagogy of nation’ to focus on and account for various didactic means through which young children learn to inhabit the nation and to further explore everyday nationalism.
Publisher: Springer Singapore
Date: 2016
Publisher: Journal of Childhood, Education and Society
Date: 28-07-2020
DOI: 10.37291/2717638X.20201236
Abstract: In this paper, we aim to better understand and trouble the discursive (re)production of what is taken as the ‘normal’ in ‘inclusive’ early childhood classrooms. We do so by exploring the practices of the ‘including’ group, the so-called ‘normal, in relation to or in the presence of those who are variously labeled as ‘non-normal’. We highlight those mechanisms that are associated with silence and taboo, and through which the including group produces and maintains itself. We present data produced during a six-month ethnographic study in three early childhood classrooms in Australia. Using the notion of category boundary work in the analysis, we illuminate the practices of silence: ‘ignoring’, ‘moving away’, ‘turning away’ and ‘keeping silent’ through which children undertake the category work of the ‘normal’. The effect of this category work, we argue, is that disability or the diagnosed subject becomes ‘the elephant in the room’, strongly present but avowedly ignored. We draw out some considerations for practice in the concluding part of the paper.
Publisher: Informa UK Limited
Date: 31-05-2022
Publisher: University of Victoria Libraries
Date: 26-01-2023
Publisher: Aalto University, School of Arts, Design and Architecture, Department of Arts
Date: 22-12-2022
DOI: 10.54916/RAE.122974
Abstract: In this paper, an artist-researcher and scholars from the fields of cultural studies, theology, and educational and social sciences reflect on their artistic experiences to think about what kinds of affects, meanings, and responses emerge when engaging with the sound artwork 63 windows. The experiences are discussed particularly in relation to the metaphor of the window and weaved together with the perspectives of collective biography and memory work, the ethics of care, and the narrative and interpretation theories. On this basis, the paper suggests that relational ethics of care emerges in the continuous and puzzling process of attentive engagement with art: first (1) with imagination, then (2) experiencing belonging and distance, and finally (3) arriving at the understanding of mutual connectedness of life.
Publisher: SAGE Publications
Date: 06-08-2015
Abstract: It is well established in research that early childhood classrooms are one of the most controlled environments during the human life course. When control is discussed, the enactment of regulatory frameworks and various discourses are analysed but less focus is paid on the materialities of classrooms. In this article, we pay attention to ‘special’ non-human actors present in an ‘inclusive’ early childhood classroom. These ‘special’ non-human actors are so named as they operate in the classroom as objects specific for the child with a diagnosis. The ‘special’ non-human actors, in the specific case the wrist band, the lock and the scooter board, take on meaning within discourses in the ‘inclusive’ classroom. We illuminate how these non-human actors contribute to the constitution of the ‘normal’ and the regulation of educators and children. To trouble the working of power and the control these objects effect on all who is present in the classroom, we ask the following questions: What do these non-human actors do in the ‘inclusive’ classroom and with what effects? How do non-human actors reproduce roduce the ‘normal’, impossible ossible ways to be and act, thus control educators and children? The data used in our analyses were produced as part of a 6-month-long ethnographic engagement in three early childhood settings in the broader region of Newcastle, Australia. It includes observations and conversations with children.
Publisher: Wiley
Date: 08-02-2022
DOI: 10.1111/CHSO.12551
Abstract: This article engages continuing discussions in childhood studies on (re)inserting the study of childhood into wider socio‐political matrices of power and practices. We present as a potent analytical strategy to do this work ‘child as method’, developed by one of the authors. After describing ‘child as method’, we draw on the Recollect / Reconnect project, in which scholars and artists who grew up during the last decades of the Cold War recalled their childhood memories. We focus on ‘the child’ and ‘childhood’ as a position of geopolitical address, formulated by narrators to the reader as revealing emergent post‐socialist subjectivities and conditions.
Publisher: SKS Finnish Literature Society
Date: 16-12-2022
DOI: 10.21435/HT.288
Abstract: A Guide to Studying the History of Childhood: Multidisciplinary Perspectives and Methods This edited volume is a handbook of research methodologies for the history of childhood. The history of childhood is a vibrant, multidisciplinary field that incorporates a rich variety of methodological approaches developed in disciplines across the social sciences and humanities, including archaeology, education, ethnology, literature, and history. The volume presents a collection of chapters that engage a range of different research traditions and employ different research material, conceptual tools, and methods of analysis for the historical study of childhood. In doing so, the volume attends to issues specific to the study of children and childhood, such as those related to research ethics and the theoretical complexities of defining ‘the child’ and ‘childhood’. While the central focus is on the history of childhood in Finland, the volume also includes international and transnational cases, contexts, and perspectives.
Publisher: Walter de Gruyter GmbH
Date: 06-2018
Publisher: SAGE Publications
Date: 03-2015
Publisher: Informa UK Limited
Date: 26-11-2019
Publisher: Informa UK Limited
Date: 02-01-2018
Publisher: Informa UK Limited
Date: 15-10-2021
Publisher: Springer International Publishing
Date: 08-12-2017
Publisher: AOSIS
Date: 17-10-2019
Publisher: SAGE Publications
Date: 21-12-2016
Abstract: In his inspirational article titled ‘Bringing politics into the nursery’, Peter Moss argues for early childhood institutions to become places of ‘democratic political practice’. In this article, the authors add to Moss’s call and argue that these institutions are sites of ‘mundane political practice’, containing various attitudinal orientations and ideologies, and including many kinds of purposive activities. Recognizing different dimensions of political life in institutional spaces where children lead their lives requires a differentiation between two types of politics: first, official politics and policies that aim to institute certain ideals in early childhood education and care and, second, everyday politics unfolding in communities that involve people as political subjects from birth until death. When the latter is discussed in early childhood research, if at all, it is rarely identified in political terms, which the authors consider problematic. The lacking recognition of mundane politics denies important aspects of children’s agency, which is prejudicial in itself. Moreover, such ignorance may lead to unintended consequences in democratization processes, like the one suggested by Moss. Imposing political ideals without recognizing children’s existing political agencies carries a risk of interfering with their political lives so that some children may feel misrecognized or find their capacities to act hindered or their activities misunderstood. In order to avoid such outcomes, this article is an argument for research and pedagogies that acknowledge and scaffold children’s political agencies at large.
Publisher: Verlag Barbara Budrich GmbH
Date: 19-12-2022
DOI: 10.3224/ZEM.V1I2.03
Abstract: This paper considers the intersections of migration research in early childhood/education with issues of nationalism. Based on four articles which address migration and inclusion in four Nordic states, first, we demonstrate how migration research can serve as a fertile source for studying everyday nationalism and exploring its operation in teaching and learning settings. Second, applying a critical lens to this type of migration research opens up a reflective space for evaluating the inherent methodological nationalism of some migration research approaches. Our explorations in the article establish the need to rethink the categorizations of migration research in early childhood / education. The set of questioning we develop aid in identifying on the one hand, everyday nationalism and its operation in early childhood / education and on the other hand, methodological nationalism. Without reflexivity on methodological nationalism, migration researchers will keep falling into the trap of reifying everyday nationalism through the analytical and practical categories they draw on for their research.
Publisher: Informa UK Limited
Date: 13-03-2017
Publisher: Springer International Publishing
Date: 2018
Publisher: Oxford University Press
Date: 25-09-2023
Publisher: Springer Fachmedien Wiesbaden
Date: 2022
Publisher: Springer International Publishing
Date: 08-12-2017
Publisher: Springer International Publishing
Date: 08-12-2017
Publisher: Springer Science and Business Media LLC
Date: 07-2021
DOI: 10.1038/S41567-021-01236-W
Abstract: The standard model of particle physics encapsulates our best current understanding of physics at the smallest scales. A fundamental axiom of this theory is the universality of the couplings of the different generations of leptons to the electroweak gauge bosons. The measurement of the ratio of the decay rate of W bosons to τ leptons and muons, R ( τ / μ ), constitutes an important test of this axiom. Using 139 fb −1 of proton–proton collisions recorded with the ATLAS detector at a centre-of-mass energy of 13 TeV, we report a measurement of this quantity from di-leptonic $$t\\overline{t}$$ t t ¯ events where the top quarks decay into a W boson and a bottom quark. We can distinguish muons originating from W bosons and those originating from an intermediate τ lepton through the muon transverse impact parameter and differences in the muon transverse momentum spectra. The measured value of R ( τ / μ ) is 0.992 ± 0.013 [± 0.007(stat) ± 0.011(syst)] and is in agreement with the hypothesis of universal lepton couplings as postulated in the standard model. This is the only such measurement from the Large Hadron Collider, so far, and obtains twice the precision of previous measurements.
Publisher: University of Victoria Libraries
Date: 26-01-2023
Abstract: This collective piece explores the philosophical, ontological, and epistemic potentials of analyzing the relations between childhood and time, proposing thought experiments and fieldwork analyses that release childhood from a linear temporality toward (modern) adulthood. Each experiment originating from the authors’ distinct scholarly positionings fractures “modern childhood” and its civilization project, built from the hegemony of linear, sequential, progressive, and principled time.
Publisher: Edward Elgar Publishing
Date: 07-01-2020
Publisher: SAGE Publications
Date: 03-2015
Abstract: This article merges the fields of tourism studies with the social studies of children and childhood in a discourse analysis of the voluntourism company United Planet’s website. In the past decade, United Planet has emerged as a popular voluntourist company with a mission to “unite the world in a community beyond borders.” United Planet’s volunteer projects, as described on their website, combine international volunteering with cultural excursions to children living in the Global South. Through our analysis of the United Planet website and focusing on notions of childhood, we demonstrate that it constructs a seemingly harmonious transnational world that is without cultural and geographic boundaries and histories. However, the erasure of borders and historical power relations to construct a global community with a form of global citizenship attached to it hinges upon the maintenance of different trajectories and inequalities of Global North and South. In this way, this form of global citizenship contradicts United Planet, and voluntourism’s promise about the creation of a more equitable world and limits its membership to the North.
Publisher: Walter de Gruyter GmbH
Date: 28-08-2017
Abstract: In 2009, the Australian states and territories signed an agreement to provide 15 hours per week of universal access to quality early education to all children in Australia in the year before they enter school. Taking on board the international evidence about the importance of early education, the Commonwealth government made a considerable investment to make universal access possible by 2013. We explore the ongoing processes that seek to make universal access a reality in New South Wales by attending to the complex agential relationships between multiple actors. While we describe the state government and policy makers′ actions in devising funding models to drive changes, we prioritise our gaze on the engagement of a preschool and its director with the state government’s initiatives that saw them develop various funding and provision models in response. To offer accounts of their participation in policy making and doing at the preschool, we use the director’s autobiographical notes. We argue that the state’s commitment to ECEC remained a form of political manoeuvring where responsibility for policy making was pushed onto early childhood actors. This manoeuvring helped to silence and further fragment the sector, but these new processes also created spaces where the sector can further struggle for recognition through the very accountability measures that the government has introduced.
Publisher: Springer Science and Business Media LLC
Date: 07-2021
Abstract: A search for supersymmetry in events with four or more charged leptons (electrons, muons and τ -leptons) is presented. The analysis uses a data s le corresponding to 139 fb − 1 of proton-proton collisions delivered by the Large Hadron Collider at $$ \\sqrt{s} $$ s = 13 TeV and recorded by the ATLAS detector. Four-lepton signal regions with up to two hadronically decaying τ -leptons are designed to target several supersymmetric models, while a general five-lepton signal region targets any new physics phenomena leading to a final state with five charged leptons. Data yields are consistent with Standard Model expectations and results are used to set upper limits on contributions from processes beyond the Standard Model. Exclusion limits are set at the 95% confidence level in simplified models of general gauge-mediated supersymmetry, excluding higgsino masses up to 540 GeV. In R -parity-violating simplified models with decays of the lightest supersymmetric particle to charged leptons, lower limits of 1 . 6 TeV, 1 . 2 TeV, and 2 . 5 TeV are placed on wino, slepton and gluino masses, respectively.
Publisher: SAGE Publications
Date: 03-2015
Abstract: There is increasing recognition of the importance of space in the study of education, resulting in a greatly ersified literature on the geographies of education. This article builds on this growing body of scholarly work to examine a number of critical spatial assumptions underpinning school-based HIV- and AIDS-related education in Maputo, Mozambique. It does so through an analysis of key governmental and ministerial documents and policy-makers’ and educators’ conceptions of the aims of such education. This article highlights how school-based HIV- and AIDS-related education in Mozambique was conceptualized in gendered and distinctly place-based terms. In addition, we elucidate how, despite the various discursive shifts since the struggle for independence from Portugal, young women continue to be construed as the symbolic anchor of the nation, their natural place defined in relation to the domestic, the intimate, and local ‘in-here.’
Publisher: Springer Science and Business Media LLC
Date: 07-2021
Abstract: Measurements of four-lepton differential and integrated fiducial cross-sections in events with two same-flavour, opposite-charge electron or muon pairs are presented. The data correspond to 139 fb − 1 of $$ \\sqrt{s} $$ s = 13 TeV proton-proton collisions, collected by the ATLAS detector during Run 2 of the Large Hadron Collider (2015–2018). The final state has contributions from a number of interesting Standard Model processes that dominate in different four-lepton invariant mass regions, including single Z boson production, Higgs boson production and on-shell ZZ production, with a complex mix of interference terms, and possible contributions from physics beyond the Standard Model. The differential cross-sections include the four-lepton invariant mass inclusively, in slices of other kinematic variables, and in different lepton flavour categories. Also measured are dilepton invariant masses, transverse momenta, and angular correlation variables, in four regions of four-lepton invariant mass, each dominated by different processes. The measurements are corrected for detector effects and are compared with state-of-the-art Standard Model calculations, which are found to be consistent with the data. The Z → 4 ℓ branching fraction is extracted, giving a value of (4 . 41 ± 0 . 30) × 10 − 6 . Constraints on effective field theory parameters and a model based on a spontaneously broken B − L gauge symmetry are also evaluated. Further reinterpretations can be performed with the provided information.
Publisher: Suomen varhaiskasvatus ry
Date: 15-10-2023
Publisher: Idantutkimus
Date: 30-12-2019
DOI: 10.33345/IDANTUTKIMUS.88849
Abstract: Aikuisten järjestämiin poliittisiin toimintoihin, kuten kommunististen puolueiden pioneeriliikkeisiin tai kesällä järjestettyihin työleireihin, osallistuminen oli keskeinen osa lasten elämää sosialistisissa yhteiskunnissa. Tässä artikkelissa tarkastelemme henkilökohtaisten muistitarinoidemme kautta lasten jokapäiväisen poliittisen elämän neuvottelutilanteita esikouluissa ja alakouluissa Unkarissa ja kolmessa entisessä neuvostotasavallassa keskittymällä erityisesti koulupukuihin ja tyttöjen hiuksiin kiinnitettyihin rusetteihin. Näytämme miten banaalit esineet – erityisesti rusetit – sekä niihin liittyvät diskurssit ja käytännöt, tarjosivat poliittisen subjektiuden kehitysmahdollisuuksia erilaisissa geopoliittisissa ja henkilökohtaisissa ympäristöissä. Muistitarinoidemme kautta problematisoimme vallitsevan käsityksen sosialistisesta koulujärjestelmästä yksiselitteisesti tukahduttavana ja monipuolistamme ymmärrystämme politiikasta tuomalla esiin lasten politiikan.
Publisher: Routledge
Date: 02-08-2023
Publisher: Walter de Gruyter GmbH
Date: 06-2018
Abstract: Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images, imaginations and ideas of distant places are part of these global flows and the everyday activities children perform in preschool. Research explores how through curricula young children are moulded into global and cosmopolitan citizens and how children make sense of distant places through globally circulating ideas, images and imaginations. How these ideas, images and imaginations form an unproblematised part of young children’s everyday preschool activities and identity formation has been much less explored, if at all. I use Massey’s (2005) concept of a ‘global sense of place’ in my analysis of ethnographic data collected in an Australian preschool to explore how children produce global qualities of preschool places and form and perform identities by relating to distant places. I pay special attention to how place, objects and children become entangled, and to the sensory aspects of their emplaced experiences, as distant spatialities embed in and as children’s bodies inhabit the preschool place. To conclude, I call for critical pedagogies to engage with children’s use of these constructions to draw similarities or contrast aspects of distant places and self, potentially reproducing global power relations by fixing representations of places and through uncritically enacting stereotypes.
Publisher: Informa UK Limited
Date: 05-12-2022
Publisher: Informa UK Limited
Date: 04-03-2016
Publisher: University of Chicago Press
Date: 11-2020
DOI: 10.1086/710774
Publisher: Informa UK Limited
Date: 30-08-2015
No related grants have been discovered for Zsuzsanna Millei.