ORCID Profile
0000-0003-0778-1850
Current Organisations
University of Melbourne
,
The University of Auckland
,
University of Waikato Faculty of Education
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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)
Sociology of education | Multicultural intercultural and cross-cultural studies | Cultural studies | Culture representation and identity |
ANZSRC Socio-Economic Objective (SEO)
Related Links
Publications
What do they do all day? Exploring the complexity of early childhood teachers’ work
Publisher: NZCER Press, New Zealand Council for Educational Research
Date: 15-05-2019
DOI: 10.18296/ECF.0062
Reconfiguring Narrative Methodologies: Thresholds of Realities in Post-qualitative Methodologies
Publisher: Springer Singapore
Date: 2019
Early childhood teacher cultural Otherness and belonging
Publisher: SAGE Publications
Date: 27-06-2018
Abstract: Early childhood education settings are arguably places of community, togetherness and belonging. But what if they are not? What if in iduals’ senses of identity, place or reality clash, do not fit or, worse, repel or offend? This article picks up on the largely under-researched area of teachers’ belonging and sense of cultural identity in early childhood settings. It argues for the critical importance of elevating and paying attention to teachers’ subject formation and identity. Drawing on some of the concerns and common conceptions of cultural Otherness in early childhood education, the article uses Kristeva’s foreigner lens and her theory on the subject in process to argue that teachers’ sense of belonging, of their own cultural identity and place, in their teaching team and in their early childhood setting is critical for an overall sense of openness and belonging throughout the setting. Teachers are commonly called on to nurture children’s and their families’ cultural identities. The sense of belonging intended through such practices depends on teacher attitudes and orientations to cultural Otherness that go beyond the surface – that allow for the difficult, complicated, unpredictable processes of becoming part of a centre community. This article offers a challenge to rethink teacher Otherness, for the (re-)elevation of their own sense of belonging in early childhood settings and teaching teams.
Crossing Borders and Borderlands: Childhood’s Secret Undergrounds
Publisher: Palgrave Macmillan UK
Date: 2014
Between the blabbering noise of individuals or the silent dialogue of many
Publisher: Routledge
Date: 18-06-2021
Children’s literature in China: Revisiting ideologies of childhood and agency
Publisher: SAGE Publications
Date: 12-2019
Abstract: In this article we consider historical and contemporary ideologies of childhood in China and critically examine notions of ‘child’ and ‘childhood’ in Chinese children’s literature. We analyse the themes and knowledge that relate to relevant historical and contemporary political events and policies, and how these contribute to the production of childhoods. We focus on three images of childhoods in China: the Confucian child, the Modern child and the Maoist child. Each of the images reflects a way of seeing, a perspective about what a child ought to be and become, and what their childhood should look like. Everyday media are reflected in the texts and stories examined and portray both ‘imagined’ and ‘real-life’ narratives of children and their childhoods. The stories, and the connected power relations, represent an important link between the politics of childhood and the pedagogy associated with these politics, including large-scale state investment in the production of desired, ideal and perfect childhoods. Through such an examination of contemporary and historical children’s literature and media in China we also explore the ways in which contemporary media revitalise particular notions of child agency.
Editorial: The #YearOfWelcome: Shifting attitudes, policy and practice in education?
Publisher: SAGE Publications
Date: 02-2020
Infanticides: The unspoken side of infantologies
Publisher: Informa UK Limited
Date: 03-02-2021
Exploring the philosophy and practice of collective writing
Publisher: Informa UK Limited
Date: 06-01-2021
Risking a Great Dithering: Changing the Story of Otherness through Revolt
Publisher: Edinburgh University Press
Date: 04-2020
Abstract: In this article we explore the ways in which ‘the story must change’, according to Donna Haraway (2016) . We utilize the in-between space between Haraway's suggestion that we are in a time of Great Dithering, of ‘ineffective and widespread anxiety’, and Julia Kristeva's (2014) notion of revolt, to argue for a shift in orientations towards cultural otherness in higher education. Using a philosophical method of inquiry, we examine our somatechnical experiences and revelations in higher education settings, in the aftermath of the Christchurch mosque massacres of 15 March 2019. We address Haraway's warning and Kristeva's lament of a lack of revolt in contemporary society, through an argument for an onto-epistemological shift and increasing sense of comfort with the discomfort of the awkwardness of cultural otherness. The article presents an active framework for revolt, for questioning and re-questioning dominant educational concerns with cultural otherness, where dithering becomes a technique of revolt, for thinking and rethinking the somatechnical complexities of this day and those that followed.
Troubling the Changing Paradigms
Publisher: Routledge
Date: 31-08-2017
Infantmethodologies
Publisher: Informa UK Limited
Date: 10-12-2021
Disrupting Data in Qualitative Inquiry
Publisher: Peter Lang US
Date: 15-08-2017
DOI: 10.3726/B11070
Infantographies
Publisher: Informa UK Limited
Date: 15-12-2021
Diffracting relationalities in early years pedagogies of care
Publisher: SAGE Publications
Date: 30-11-2020
Abstract: This diffractive disruption of care in early years settings and pedagogies opens up to a provocation that perhaps we don’t know care at all. Driven by Puig de la Bellacasa’s questioning of the notion of care as not solely a human-only matter and applying that in relation to the early years, it explores what it might mean when we cannot know all that cares or is cared for when we include more-than-human elements and factors, and when what is care remains to a large extent uncertain. Explicating the complexity of care in the early years assemblage, the paper uses a philosophical diffractive reading as a method of turning and re-turning to emphasise the non-linearity and fluidity between the doing, receiving and thinking about care in a human and more-than-human world. It urges a push beyond expected understandings of care and thus also pedagogies, culminating in potentialities that re-view a world in which things and beings are increasingly recognised as crucial, influential and potentially care-ing.
Engaging and developing community in digital spaces: Approaches from the Editorial Development Group
Publisher: Informa UK Limited
Date: 22-02-2022
COLLECTIVE WRITING: AN INQUIRY INTO PRAXIS
Publisher: Addleton Academic Publishers
Date: 2017
DOI: 10.22381/KC5120177
Forever young: Childhoods, fairy tales and philosophy
Publisher: SAGE Publications
Date: 15-05-2016
Abstract: Fairy tales play a substantial role in the shaping of childhoods. Developed into stories and played out in picture books, films and tales, they are powerful instruments that influence conceptions and treatments of the child and childhoods. This article argues that traditional fairy tales and contemporary stories derived from them use complex means to mould the ways that children live and experience their childhoods. This argument is illustrated through representations of childhoods and children in a selection of stories and an analysis of the ways they act on and produce the child subjects and childhoods they convey. The selected stories are examined through different philosophical lenses, utilizing Foucault, Lyotard and Rousseau. By problematizing these selected stories, the article analyses what lies beneath the surface of the obvious meanings of the text and enticing pictures in stories, as published or performed. Finally, this article argues for a careful recognition of the complexities of stories used in early childhood settings and their powerful and multifaceted influences on children and childhoods.
Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions
Publisher: SAGE Publications
Date: 10-12-2020
Abstract: Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailing policy constructions, power imbalances and tensions in defining teacher identities, to ask crucial questions, such as what has become of the professional ‘self’. It questions the fundamental ethics of care and encounter, and of worthy wage and other c aigns focused on the well-being of teachers when faced with a world-wide crisis. The cross-national conversations culminate in a contemporary confrontation of teacher identity and imperatives in increasingly uncertain times as evolving in light of the COVID-19 pandemic.
Interview with Sonja Arndt
Publisher: Springer Singapore
Date: 2020
Theorising Posthuman Childhood Studies
Publisher: Springer Singapore
Date: 2020
Dialogic Ruptures: An Ethical Imperative
Publisher: Informa UK Limited
Date: 28-01-2016
The Highway Robber’s Road to Knowledge Socialism: A Collective Work on Collective Work
Publisher: Springer Singapore
Date: 2020
Collaborative Online Learning across Borders (COLAB): Examining Intercultural Understandings of Preservice Teachers in a Virtual Cross-cultural University-based Program
Publisher: Informa UK Limited
Date: 03-04-2021
Philosophy of education in a new key
Publisher: Informa UK Limited
Date: 04-05-2020
Going Outside–Going Inside
Publisher: Routledge
Date: 20-06-2023
Postmodernism in Education
Publisher: Oxford University Press
Date: 26-05-2021
DOI: 10.1093/ACREFORE/9780190264093.013.1269
Abstract: The period of postmodernism refers to a erse set of ideas, practices, and disciplines that came to prominence in the later 20th century. It is the overarching philosophical project that responds to and critiques the principles of modernity and challenges the established ways of thinking. It opposes the ideas that it is possible to rationalize life through narrow, singular disciplinary thinking or through the establishment of a universal truth and grand narratives that strive for the value-neutral homogeneity that defined Enlightenment thinking. Postmodernism questions ontological, epistemological, and ethical conventions, and it opens up possibilities for multiple discourses and accepting marginalized and minority thoughts and practices. Openness to ersity is a key outcome of the multiplicities arising in postmodernity across a range of fields, including, among others, art, education, philosophy, architecture, and economics. Through its rejection of the totalizing effects of metanarratives and their intentions to achieve universal truths, goals, outcomes, and sameness, the postmodern condition opens an ethical responsibility toward otherness, to allow for ersity, and thus to elevate those who have been subjugated or marginalized in modernity. Postmodernism has been playing a significant role in what sometimes is termed the equity approach in education. While postmodernism may be eventually overtaken by other “posts”—post-qualitative, post-truth, post-digital—it still remains an important part of philosophy of education scholarship and broader understandings and conceptualizations of education.
What about teachers’ cultures? Elevating early childhood teachers’ culture stories through a Kristevan lens
Publisher: SAGE Publications
Date: 29-11-2022
DOI: 10.1177/14639491221141726
Abstract: Curricula and policy documents in Australia and elsewhere commonly call for early childhood teachers to nurture cultural belonging for young children and their families. Meanwhile, there remains a critical gap in addressing teachers’ cultural belonging. In this article, the authors consider early childhood teachers’ culture stories and identities, drawing on an exploratory project involving four teachers from early childhood settings in Melbourne. They use Julia Kristeva's philosophy on subject formation and the Other to explore teachers’ identities as never fully knowable, even to themselves. Reflecting on teachers’ stories through Kristeva's philosophical approach to the subject in process (through the elements of the semiotic, love, abjection and revolt) offers the potential for increasingly nuanced insights into intercultural relations within teaching teams. Thinking through these culture stories creates a space for teachers’ identity constructions to strengthen cultural well-being, belonging and intercultural understanding in early childhood teaching teams and communities.
Places and Spaces for Embodiment
Publisher: SensePublishers
Date: 2017
Teachers’ voice, power and agency: (un)professionalisation of the early years workforce
Publisher: Informa UK Limited
Date: 25-05-2016
Teaching in the Age of Covid-19—1 Year Later
Publisher: Springer Science and Business Media LLC
Date: 10-08-2021
Childhood and Otherness
Publisher: Springer Singapore
Date: 2017
Vibrancy of Childhood Things
Publisher: SAGE Publications
Date: 06-03-2016
Abstract: In this article, we explore the “vibrancy of matter” and “things” in early childhood education. We use Bennett’s and others’ ideas on the political ecology of place in a philosophical examination of vibrant entanglements of “things,” “thing-hoods,” and childhoods. We work with Bennett’s challenge to shift from thinking solely about “think-power” to also consider “thing-power” and “thing-hood” to take the call for-of things seriously within young children’s place. Matter has agency that behaves in non-predictable ways, in assemblages, aggregates of powers, and forces and things impacting, shaping, and molding other matter and things. Children’s daily connectedness with this vibrancy of matter plays out in the territory of their early years settings as we illustrate through the well-loved stories of Pinocchio and Little Otik. We examine these dead-alive, wooden-thing-materialities as vibrant thing-hoods with agency and power in a theoretical re-reading of Foucauldian thought through new materialist philosophies. This article offers an alternative reading of conceptions of power, discourse, and matter. It provokes further openings and becomings in fresh entanglements, relationships, and responses by conceptualizing them through particular materialities of childhood stories.
Thriving and surviving? The incredible problem of constructions of normality and Otherness in early childhood settings
Publisher: SAGE Publications
Date: 30-07-2015
Abstract: This article explores what it means today for children to survive, thrive and reach their full potential – aspirations set out nearly 25 years ago as rights in the United Nations Convention on the Rights of the Child. Espoused in the principles of the early childhood curriculum in Aotearoa New Zealand, the spirit and intent of these aspirations are undermined by a range of normalizing strategies endemic to The Incredible Years behaviour management programme imported to promote effective management of challenging behaviour in young children. We draw here on the philosophies of Julia Kristeva and Michel Foucault to question the normalization and consequent othering of children and childhoods, problematizing what it is to be ‘normal’. We confront government ‘solutions’ for education driven more by economic rationality than by educational concern for the complexities of the early childhood context. Our analysis of the normalization of childhoods and the government of teachers as ‘behaviour managers’ culminates in a rupturing of normalizing networks and highlights possible resistances and openings, towards surviving and thriving, and potential.
Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project
Publisher: Informa UK Limited
Date: 19-01-2022
Otherness ‘without ostracism or levelling’: towards fresh orientations to teacher foreigners in early childhood education
Publisher: Informa UK Limited
Date: 23-04-2015
Experimenting with academic subjectivity
Publisher: Routledge
Date: 18-06-2021
Dissident Thought: A Decolonising Framework for Revolt in the University
Publisher: Springer International Publishing
Date: 2018
Towards a philosophy of academic publishing
Publisher: Routledge
Date: 18-06-2021
Is peer review in academic publishing still working?
Publisher: Routledge
Date: 18-06-2021
Resisting the Alienation of the Workforce
Publisher: Routledge
Date: 15-12-2022
Ignorance in a Knowledge Economy
Publisher: SensePublishers
Date: 2013
Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)
Publisher: Springer Science and Business Media LLC
Date: 14-03-2019
Teaching in the Age of Covid-19
Publisher: Springer Science and Business Media LLC
Date: 07-08-2020
Philosophical reimaginings of educational places and policy: Through the metaphor of a wardrobe
Publisher: SAGE Publications
Date: 19-11-2017
Abstract: The aim of this paper is to challenge the physical and conceptual boundaries of educational places and spaces with the use of metaphor: the story of Professor Kirke’s magic wardrobe in The Lion, the Witch and the Wardrobe, the first book in The Chronicles of Narnia by CS Lewis (1950) . By explicating and theorising the concerns that arise, we provoke erse ways of thinking about the complexities of shifting, expanding, constantly evolving educational spaces and places. In our theorisations, we draw on the philosophy of the life-world through Maurice Merleau-Ponty, on a post-structural approach through Julia Kristeva’s work, and on the new-materialist perspective of Gilles Deleuze. As these three philosophical perspectives draw upon different basic assumptions about humans and the world, they also illuminate different aspects of a variety of phenomena and concepts, which we elaborate on in this paper to reach a more comprehensive understanding of educational spaces and places. Our argument arises from philosophical engagements with the story of the Pevensie siblings’ transformation – and transportation – to Narnia through the wardrobe, with notions of educational openings and opportunities, to explore possibilities for reimagining the conceptions and realities of places and spaces in education. To conclude, citizens of today, including children, students, teachers, politicians and researchers, need to discuss basic assumptions for education and policy to reimagine the entangled complexities of educational spaces and places.
Posthumanist and New Materialist Methodologies
Publisher: Springer Singapore
Date: 2020
Collective writing: Introspective reflections on current experience
Publisher: Informa UK Limited
Date: 30-09-2020
Philosophies and ethics of the project archive
Publisher: Informa UK Limited
Date: 30-05-2018
Towards a philosophy of academic publishing
Publisher: Informa UK Limited
Date: 02-11-2016
Children and Borders
Publisher: Palgrave Macmillan UK
Date: 2014
Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process
Publisher: Walter de Gruyter GmbH
Date: 12-2015
Abstract: Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, I reconceptualise the idea of knowing immigrant teacher subjects, and their confrontation and (re)negotiation of social, political and professional expectations and unknowable foreignness.
Rethinking Play, Diversity and Belonging in Early Childhood Education
Publisher: Brill
Date: 18-05-2020
DOI: 10.1163/25902539-00202006
Abstract: We might say that children’s play is the foundation of all learning. Often play is recognized as integral to childhood, but children’s abilities to engage in play are complex and these complexities can be easily overlooked. This paper elevates children’s play as critical for their learning, particularly in support of their sense of belonging. The paper argues for an openness to the complexities of children’s play as a crucial practice of their cultural identity, through a critical conceptualization of some of the nuances and uncertainties of children’s subject formation. Drawing on concerns of cultural difference in early childhood education, Julia Kristeva’s foreigner lens and her theory on the subject in process are used to theorise children’s play as an ongoing process of belonging. Through the notions of the semiotic, abjection, love and revolt, the notion of the subject in process is elaborated to reconceptualize play as also in-process and ongoing. Rethinking play as a vital process within the sometimes difficult, often unpredictable experiences of becoming part of a centre community is elevated as crucial for a sense of belonging in early childhood education.
Communities of care: A collective writing project on philosophies, politics and pedagogies of care and education in the early years
Publisher: SAGE Publications
Date: 28-01-2022
DOI: 10.1177/14782103211064440
Abstract: This collective writing project considers the central issue of how we account for, understand, and talk about, the professional work of care in early childhood education. As an international collective, we stake out some of the messiness, the specificities and complexities of care in early childhood education. Each scholar explores the issue of foregrounding care in the professional work of early childhood educators and reflects on the complexities of care in early childhood education and care. While these musing are collected together in this paper, they are each a standalone provocation to grapple with erse issues of care in relation to etymology, policy, risk, relationships, power, and racism. As a collective, we explore ways of engaging in the messiness of care and education with a spirit of vulnerability and the courage of risk taking to unpack care in early childhood education.
A more-than-social movement: The post-human condition of quality in the early years
Publisher: SAGE Publications
Date: 02-2016
Abstract: This article explores quality in early childhood education by de-elevating the importance of the human subject and experience, and heightening instead a focus on and tensions with the post-human. The argument traces the intricate web of ‘qualities’ woven throughout entanglements of subjects, objects and things that constitute what is referred to as ‘the early years sector’. The strike through the social in this post-human condition exposes critical concerns about the ‘problem’ of quality, and foregrounds the urgency of rupturing the status quo. Dislodged from the perceived comfort and safety of human control and determination, quality in the speculative state of the more-than-social movement can expect no conclusion. Instead, the (re)configuration of the early years sector as a more-than-social movement compels a rethinking of the dominance of human-centric philosophies. By repositioning Kristeva’s semiotic subject-in-process and Havel’s subject positionings within automatisms, this analysis inserts ‘non-human-being’ and ‘multiple beings-times’ into the ‘problem with quality’. In the early childhood sector, these ruptures create generative possibilities of quality entanglements with and beyond the human.
‘Unpacking our thinking in front of each other’: A case study in knowledge flow within an early childhood teaching team
Publisher: SAGE Publications
Date: 21-04-2021
DOI: 10.1177/18369391211010344
Abstract: The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers to explore the ways in which knowledge is experienced for the teaching team. We explore formulations and debates on knowledge that engage with the complexity of knowledge relationships in an early childhood teaching team. The data provides an insight into the importance of leadership and interpersonal relationships in determining how knowledge moves within the ecology of a teaching team. The benefits of critical dialogue are explored in terms of supporting the work, and well-being, of early childhood teachers and teaching teams.
True Fake News: Reshaping educational policies with the #MarchofOurLives
Publisher: SAGE Publications
Date: 04-2018
Reconfiguring Childhoods and Theories
Publisher: Springer Singapore
Date: 2020
History and Philosophy of Children and Childhoods
Publisher: Springer Singapore
Date: 2020
Rethinking Childhoods and Agency
Publisher: Springer Singapore
Date: 2020
Cartographies of Materialism: Thinking with Child(hood) Theories
Publisher: Springer Singapore
Date: 2020
Entangling Childhoods, Materials, Curriculum and Objects
Publisher: Springer Singapore
Date: 2020
Posthuman Pedagogies in Childhoodnature
Publisher: Springer Singapore
Date: 2020
Performing the Posthuman
Publisher: Springer Singapore
Date: 2020
Children’s Worlding of/in Learning Environments
Publisher: Springer Singapore
Date: 2020
Revolt, activism and the posthuman university assemblage
Publisher: SAGE Publications
Date: 22-03-2021
DOI: 10.1177/14782103211003441
Abstract: Revolt is a vital and transformative process of evolution and re-negotiation, Kristeva says, and, in the face of global/local, political, worldly and ecological crises, it is critical. This paper utilises the notion of revolt as an ongoing imperative to re-imagine activism through a human–posthuman framing. It conceptualises the university as a living, throbbing assemblage of beings, policies and practices that are closely and often indiscernibly entangled. In this assemblage COVID-19 is posited as an illustration of human and more-than-human life and uncertainty to provoke re-readings and reorientations towards policies and practices. Using revolt to refocus activisms in the university, the paper argues, blurs not only the human and nonhuman but also the policy–practice boundaries.
Re-searching with Children in Posthuman Worlds
Publisher: Springer Singapore
Date: 2020
Infantologies. An EPAT collective writing project
Publisher: Informa UK Limited
Date: 27-10-2020
Childhood and Otherness
Publisher: Springer Singapore
Date: 2016
Spaces of Life: Transgressions in Conceptualising the World Class University
Publisher: Springer Nature Singapore
Date: 2020
DOI: 10.1007/978-981-15-7598-3_15
Abstract: Beyond knowledge, critical thinking, new ideas, rigorous science and scholarly development, this chapter argues for the university as a space of life. Through the complexities and incommensurabilities of academic life, and drawing on Julia Kristeva’s notion of revolt, Emmanuel Levinas’ notion of Otherness, and Novalis’ concept of Romantisierung, it makes a philosophical argument for recognizing what might appear as uncomfortable transgressions of the marketable, measurable characteristics of World Class Universities. In various ways, the chapter asks where there is space, in the World Class University, for elements which may not overtly align with the neoliberal clamour for international recognition and esteem. In elevating everyday life in the university, the chapter blurs boundaries of the celebrated, strived for rankings with the spaces of life that are dark and heterotopic, messily entangled with histories, polyphonic human and more than human voice, beings and energies, within the university. Revolt provokes a re-turn to re-question the ethics and boundaries of treatments of ‘world’ and ‘class’ in conceptions of the World Class University. Here, ‘World Class University’ is not necessarily a globally streamlined and internationally bench-marked institution, flexing its socio-economic muscles in the face of the world. Instead, it is an institution that speaks for others who have been made silent and deprived of their own critical voice. It speaks for the suppressed and marginalized, and it speaks for the ones who are no longer with us, or who have not yet arrived. It speaks for the people and the times yet to come.
Cross-cultural complexities of educational policies
Publisher: SAGE Publications
Date: 09-2017
The Methodology and Philosophy of Collective Writing
Publisher: Routledge
Date: 18-06-2021
Is peer review in academic publishing still working?
Publisher: Informa UK Limited
Date: 2018
Dossier - Editorial : Re-configuring and deterritorializing subject↔object relations in education
Publisher: Universidade Estadual de Campinas
Date: 30-08-2016
Thing-Power-Child Entanglements: A Resituated Ethics of Research with Young Children
Publisher: Bloomsbury Academic
Date: 2020
Writing the Human “I”: Liminal Spaces of Mundane Abjection
Publisher: SAGE Publications
Date: 16-10-2019
Abstract: This article suggests a theoretical lens of “mundane abjection” as a new conceptualization of liminality as a methodologically and humanistically transformative concept. Thinking with Julia Kristeva’s post-structural conception of the subject as “always in-process,” this article traverses the inherent and transformative element of abjection in relation to the perceived ontological challenges of methodological liminalities. It posits liminality as a potentiating conceptual space for new ontologies in relation to the human “I.” Throughout, the performance, that is the occurrence, of mundane abjection is illustrated as a critical, revelatory and necessary process within this ontological transformation of methodology and the human “I.”
Contesting early childhood professional identities: A cross-national discussion
Publisher: SAGE Publications
Date: 06-2018
Abstract: In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia and Denmark. The authors ask who benefits from the notion of distinct professional identities, linked to early childhood education as locally and culturally embedded practice. They conceptualize teachers’ shifting subjectivities, drawing on Kristeva’s philosophical conception of identity as constantly in construction, open and evolving. Arguments for the urgency to counter the global uniformity machine, streamlined curricula, standardized assessment and deprofessionalization are not new. However, the authors wonder whether these arguments are missing something. Does our localized and highly contextualized identity construction enable ‘ ide and rule’ politics by global agents such as the Organisation for Economic Co-operation and Development, World Bank and international corporations? The authors’ (preliminary) answer is to build in idual and collective professional identities that are grounded in erse local contexts and in a broader transnational professional (political) consciousness and collective voice.
Posthuman Encounters in New Zealand Early Childhood Teacher Education
Publisher: Springer International Publishing
Date: 2019
Glossary Key Posthuman Childhood Studies Concepts
Publisher: Springer Singapore
Date: 2020
When one of them is in our place: Early childhood settings as spaces of resistance
Publisher: SAGE Publications
Date: 05-05-2016
Abstract: When they come to us in our place, what happens, for them and for us? This article investigates conceptions of Otherness through the story of an immigrant early childhood teacher, seen as the stranger, foreigner, who comes to our place, our early childhood setting. It provokes and challenges orientations, towards teacher-foreigners in a teaching team, towards difference and towards considerations of our place, as culturally drenched in local knowledges, values and practices, as relationally complex and as a possible site of resistance. This article disturbs and complicates dominant constructions of the Other by positing teacher-subjects through a Kristevan lens as dynamic and constantly evolving. Tracings of Kristeva’s philosophical influences and treatments of Otherness help to present entangled historicised, contemporary and future insights into the recognition and marginalisation of teacher-foreigners. Finally, the teacher’s story becomes further challenged with Kristeva’s suggestion that each one of us is a foreigner inside, Other to ourselves, when they come to us, in our place.
Experimenting with academic subjectivity: collective writing, peer production and collective intelligence
Publisher: Informa UK Limited
Date: 2019
Antipodean theory for educational research
Publisher: Informa UK Limited
Date: 2017
Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings
Publisher: Walter de Gruyter GmbH
Date: 12-2015
Abstract: This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
Young Children’s Education and Identity: A response to the European refugee crisis
Publisher: Informa UK Limited
Date: 26-11-2015
Re-negotiating an ethics of care in Kenyan childhoods1
Publisher: Walter de Gruyter GmbH
Date: 2016
Abstract: Childhoods in contemporary Kenya are entangled with discourses of care in a post-colonial landscape. Such imaginaries of childhoods through discourses of ‘care’ and ‘charity’ are well established through Western lenses. Another lens that is often enacted is the lens of de-commercialised, un-spoilt, pure and innocent childhoods in the Kenyan landscape. In this study, the authors utilize Nel Nodding’s concept of an ethics of care, and a feminist lens, to explore this binary of Western views through real experiences of childhoods. This paper provides an analysis of childhoods as lived experiences in Kenya, and challenges constructions of children/childhoods as vulnerable, based upon observations and interviews conducted in Kenya in the remote area of Kwale County.
Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts
Publisher: Routledge
Date: 22-12-2017
Teaching in the Age of Covid-19—The New Normal
Publisher: Springer Science and Business Media LLC
Date: 14-09-2022
Related Organisations
Related Funding Activities
Discovery Early Career Researcher Award - Grant ID: DE230100691
Start Date: 11-2023
End Date: 10-2025
Amount: $390,000.00
Funder: Australian Research Council
View Funded Activity