Children’s Relations with Place Publications

2017

Nxumalo, F. & Cedillo, S. (in press). Decolonizing ‘place’ in early childhood studies: Thinking with Indigenous onto-epistemologies and Black feminist geographies. Global Studies of Childhood.

 

Nxumalo, F. (in press). Geotheorizing mountain-child relations within anthropogenic inheritances. Children’s Geographies.

2016

Blaise, M. & Hamm, C. & Iorio, J. (2016). Modest witness(ing) and lively stories: Paying attention to matters of concern in early childhood. Submitted to Pedagogy, Culture, and Society. Online first, http://www.tandfonline.com/doi/full/10.1080/14681366.2016.1208265.

 

Cairns, K. (2016) Connecting to food: Cultivating children in the school garden. Children’s Geographies. Published online: 17 August 2016. DOI: 10.1080/14733285.2016.1221058

 

Lloro-Bidart, T., & Semenko, K. (in press). Toward a feminist ethic of self-care for environmental educators. Journal of Environmental Education, special issue on Gender and Environmental Education.

 

Nxumalo, F. (2016). Storying practices of witnessing: Refiguring quality in everyday pedagogical encounters. Contemporary Issues in Early Childhood, 17(1) 39-53. http://journals.sagepub.com/doi/abs/10.1177/1463949115627898

 

Nxumalo, F. (2016). Towards ‘refiguring presences’ as an anti-colonial orientation to research in early childhood studies.  International Journal of Qualitative Studies in Education, 29(5), 640-654. http://www.tandfonline.com/doi/abs/10.1080/09518398.2016.1139212

 

Nxumalo, F. (2016). Touching place in childhood studies: Situated encounters with a community garden. In H.Skott-Myhre, V. Pacini-Ketchabaw, & K. Skott-Myhre (Eds.), Youth work, early education, and psychology: Liminal encounters (pp. 131-158). New York: Palgrave Macmillan.

 

Nxumalo, F. (2015). Forest stories:  Restorying encounters with ‘natural’ places in early childhood education. In V. Pacini-Ketchabaw, & A. Taylor (Eds), Unsettling the colonial places and spaces of early childhood education (pp. 21-42). New York: Routledge.

 

Ritchie, J. (2016). Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity. Contemporary Issues in Early Childhood, 17(1), 78–91.

 

Rooney, T., (2016) Weather Worlding: Learning with the elements in early childhood, Environmental Education Research. Online first.  http://www.tandfonline.com/doi/abs/10.1080/13504622.2016.1217398

 

2015

Ashton, E. (2015). Possibilities for Geontological Learning in Common Worlds. Canadian Children, 40(2) 9-21.

 

Cairns, K. (2015) Girls’ studies in the rural. In Feminisms and Ruralities, edited by B. Pini, B. Brandth, and J. Little, 167-180. Lexington Books.

 

Cairns, K., McPhail, D.,Chevrier, C. and Bucklaschuk, J. (2015). The Family Behind the Farm: Race and the affective geographies of Manitoba pork production. Antipode. 47(5): 1184-1202. 

 

Duncan, A., Dawning, F. & Taylor, A (2015) ‘Unsettling yarns: Indigenous architectures, contemporary Dreamings and newcomer belongings in Ngunnawal country, Australia’ in V. Pacini-Ketchabaw & A. Taylor (Eds.) Unsettling the Colonialist Places and Spaces of Early Childhood Education, (pp.259-291) New York: Routledge.

 

Duncan, A. (2015). The Colour of Country. Canadian Children, 40(2), 32-41.

 

Hamm, C. (2015). Walking with Place. Canadian Children, 40(2), 56-66.

 

Instone, L., & Taylor, A. (2015). Thinking About Inheritance Through the Figure of the Anthropocene, from the Antipodes and in the Presence of Others.  Environmental Humanities,  7,  133-150.  

 

Kraftl, P. (2015) Alter-childhoods: Biopolitics and childhoods in alternative education spaces. Annals of the Association of American Geographers. 105: 219-237.

 

Lloro-Bidart, T. (2015a). A political ecology of education in/for the Anthropocene. Environment and Society: Advances in Research, 6, 128-148. doi: 10.3167/ares.2015.060108

 

Lloro-Bidart, T. (2015c). Neoliberal and disciplinary environmentality and ‘sustainable seafood’ consumption: Storying environmentally responsible action. Environmental Education Research. Published online: http://dx.doi.org/10.1080/13504622.2015.1105198.

 

Pacini-Ketchabaw, V. & Taylor, A. (Eds.) (2015) Unsettling the Colonialist Places and Spaces of Early Childhood Education, New York & London: Routledge.

 

Ritchie, J. (2015a). Disentangling? Re-entanglement? Tackling the pervasiveness of colonialism in early childhood (teacher) education. In V. Pacini-Ketchabaw & A. Taylor (Eds.), Unsettling the colonial places and spaces of early childhood education (pp. 147-161). New York: Routledge.

 

Ritchie, J. (2015b). Food reciprocity and sustainability in early childhood care and education in Aotearoa New Zealand. Australian Journal of Environmental Education, 31(1), 74-85.

 

Ritchie, J. (2015c). Social, cultural, and ecological justice in the age of the Anthropocene: A New Zealand early childhood care and education perspective. Journal of Pedagogy, 6(2), 41-56.

 

Ritchie, J., Bull, R., Smith, C., Evans, F., Sullivan, V., Marschke, A., & Crilly (Dodd), R. (2015). Indigenous perspectives on EfS in Australia and New Zealand. In N. Taylor, F. Quinn & C. Eames (Eds.), Educating for sustainability in primary schools. Teaching for the future (pp. 303-321). Rotterdam: Sense.

 

Somerville, M., Power, K., Dollin, J., Gray, T., Gannon, S., Birrell, C., & Brown, L. (2015).  Love your Lagoons: Place-based learning and environmental action in south western Sydney.  Project Report. 

 

Taylor, A. & Pacini-Ketchabaw, V. (2015) ‘Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies’ in V. Pacini-Ketchabaw & A. Taylor (Eds.) Unsettling the Colonialist Places and Spaces of Early Childhood Education. New York: Routledge.

 

Yazbeck, S-L., & Danis, I. (2015). Entangled Frictions with Place as Assemblage. Canadian Children, 40(2), 22-31.

 

2014

Cairns, K. (2014). Both here and elsewhere: Rural girls’ contradictory visions of the future. Gender and Education, 26(5): 477-489.

 

Clark, V., & Elliot, D. (2014). Seeking the otherwise: Complexifying listening in early childhood education. Canadian Children, 39(3), 58–63.

 

Clark, V. (2014). Entanglements of neoliberal capitalism, technoculture, and whiteness in early childhood art encounters. Power and Education, 6(3), 318-326.

 

Duhn, I., & Ritchie, J. (2014). Making “eco-waves”: Early childhood care and education sustainability practices in Aotearoa New Zealand. Children, Youth and Environments, 24(2), 123-145.

 

Pacini-Ketchabaw, V., & Clark, V. (2014). Following watery relations in early childhood pedagogies. Journal of Early Childhood Research.

 

Pacini-Ketchabaw, V., Nxumalo, F., & Rowan, M. C. (2014). Researching neoliberal and neocolonial assemblages in early childhood education. International Review of Qualitative Research, 7(1), 39-57. 

 

Rau, C., & Ritchie, J. (2014). Ki te whai ao, ki te ao marama: Early childhood understandings in pursuit of social,cultural, and ecological justice. In M. N. Bloch, B. B. Swadener & G. S. Cannella (Eds.), Reconceptualizing early childhood care and education. Critical questions, new imaginaries and social activism: A reader (pp. 109-130). New York: Peter Lang.

 

Ritchie, J. (2014). Learning from the wisdom of elders. In J. Davis & S. Elliot (Eds.), Research in early childhood education for sustainability: International perspectives and provocations (pp. 49-60). Abingdon, OX: Routledge.

 

2013

Blaise, M., Banjeree, B., Pacini-Ketchabaw, V. & Taylor, A. (Eds) (2013)‘Researching the Naturecultures of Postcolonial Childhoods’, Special Issue. Global Studies of Childhood, 3, (4). 

 

Cairns, K. (2013) Ethnographic locations: The geographies of feminist post-structural ethnography. Ethnography and Education 8(3): 323-337.

 

Cairns, K. (2013) The subject of neoliberal affects: Rural youth envision their futures. The Canadian Geographer. 57(3): 337-344. 

 

Cairns, K. (2013) Youth, dirt, and the spatialization of subjectivity: An intersectional approach to white rural imaginaries. Canadian Journal of Sociology 38(4): 623-646.

 

Kraftl, P. (2013) Beyond ‘voice’, beyond ‘agency’, beyond ‘politics’? Hybrid childhoods and some critical reflections on children’s emotional geographies. Emotion, Space and Society. 9: 13-23.

 

Pacini-Ketchabaw, V. (2013). Frictions in forest pedagogies: Common worlds in settler colonial spaces. Global Studies of Childhood, 4(1), 355-365.

 

Ritchie, J. (2013a). Indigenous onto-epistemologies and pedagogies of care and affect in Aotearoa. Global Studies of Childhood, 3(4), 395-406.

 

Ritchie, J. (2013b). A pedagogy of biocentric relationality. New Zealand Journal of Educational Studies, 48(1), 34-49.

 

Ritchie, J. (2013c). Sustainability and children’s inter-relationality with nature. In A. Grey & B. Clark (Eds.), Ngā hurihanga ako kōhungahunga. Transformative teaching practices in early childhood education (pp. 107-116). Auckland: Pearson.

 

Ritchie, J. (2013d). Sustainability and relationality within early childhood care and education settings in Aotearoa New Zealand. International Journal of Early Childhood, 44(3), 307-326. DOI 310.1007/s13158-13013-10079-13150.

 

Smith, C., & Ritchie, J. (2013). Enacting indigenous wisdom within higher education pedagogies: An example from early childhood teacher education in Aotearoa. In J. Lin, R. L. Oxford & E. J. Brantmeier (Eds.), Re-envisioning higher education: Embodied pathways to wisdom and social transformation (pp. 143-160). Charlotte, NC: Information Age Publishing.

 

Taylor, A. (2013). Reconfiguring the Natures of Childhood. London and New York: Routledge.

 

2012

Ritchie, J. (2012a). Early childhood education as a site of ecocentric counter-colonial endeavour in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 13(2), 86-98.

 

Ritchie, J. (2012b). Titiro whakamuri, hoki whakamua: Respectful integration of Māori perspectives within early childhood environmental education. Canadian Journal of Environmental Education, 17, 62-79.

 

Taylor, A. & Giugni, M. (2012). Common worlds: Reconceptualising inclusion in early childhood communities. Contemporary Issues in Early Childhood, 13 (2), pp.108-120. 

 

Keynote Lectures

Indians, animals, dirt: Place-thought and agency amidst Indigenous cosmologies

 

Vanessa Watts-Powles
September 2014,
University of Victoria, Victoria, Canada

Learning How to Inherit in Colonized and Ecologically Challenged Lifeworlds Interdisciplinary Symposium

Reframing the Human: Making New Sense of Nonsense of EurocentricDiscourses surrounding Aboriginal Peoples

Marie Battiste
September 2014
University of Victoria, Victoria, Canada

Learning How to Inherit in Colonized and Ecologically Challenged Lifeworlds Interdisciplinary Symposium

Life and Death in Geontology

Elizabeth Povinelli
September 2014
University of Victoria, Victoria, Canada

Learning How to Inherit in Colonized and Ecologically Challenged Lifeworlds Interdisciplinary Symposium