Children’s Relations with Place Publications

2020

Common Worlds Research Collective. (2020). Learning to become with the world: Education for future survival. UNESCO: Futures of Education Report [background paper]. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000374032

2019

Clark, V. (2019). Gathering: An a/r/tographic practice. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 121-130). Bloomsbury.

Clement, S. (2019). GoProing: Becoming participant-researcher,. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 149-158). Bloomsbury.

Knight, L. M. (2019). Playing: Inefficiently mapping human and inhuman play in urban commonplaces. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 139-148). Bloomsbury.

Nxumalo, F. (2019). Presencing: Decolonial attunements to children’s place relations. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 159-169). Bloomsbury.

Rotas, N. (2019). Mashing: A Practice that makes vision felt. In B. D. Hodgins (Ed.), Feminist research for 21st-century childhoods: Common worlds methods (pp. 131-138). Bloomsbury.

Russell, J. (2019) “Telling better stories: Toward critical, place-based, and multispecies narrative pedagogies in hunting and fishing cultures.” The Journal of Environmental Education. DOI: 10.1080/00958964.2019.1641064

Widdop Quinton H., Piersol, L., Rousell, D., Russell, J., Dezan, R., Shannon, T., Davis, C., Maynard, A., and Woodruff, M. (2019). “Becoming companions: Compositions of childhoodnature relation, sense, poetics, and imagining by children and young people.” In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking, (eds). Research Handbook on Childhoodnature. Springer International Handbooks of Education.

2018

Alcock, S., & Ritchie, J. (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21(1), 77–88. doi:10.1007/s42322-017-0009-y

Clement, S., & Waitt, G. (2018). Pram mobilities: Affordances and atmospheres that assemble childhood and motherhood on-the-move. Children’s Geographies, 16(3), 252-265. doi:10.1080/14733285.2018.1432849

Horton, J., & Kraftl, P. (2018). Three playgrounds: Researching the multiple geographies of children’s outdoor play. Environment and Planning A: Economy and Space, 50(1), 214-235. doi:10.1177/0308518X17735324

Iorio, J.M, Coustley, A., & Grayland. (2018). Practicing Pedagogical Documentation: Teachers making more-than-human relationships and sense of place visible. In N Yelland and D Bentley (Eds.) Found in translation: Connecting reconceptualist early childhood ideas with practice. New York: Routledge.

Hamm, C. (in press) Reimagining narratives of place: respectfully centring Aboriginal perspectives in early childhood education. In Iorio, J.M. & Parnell, W. (Eds.) Rethinking early childhood research. Routledge. New York.

Hamm, C. & Boucher, K. (In press) Engaging with Place: Foregrounding Aboriginal perspectives in early childhood education. In Yelland & Bentley (Eds.). Not lost in Translation: Connecting reconceptualist early childhood with practice. Routledge. New York.

Rooney, T., (2018) ‘Weather Worlding: Learning with the elements in early childhood’, Environmental Education Research. 24(1), 1 – 12.

Riley, K. (in review). (Re)Storying researcher/teacher/environmental education worlds: Exploring posthumanist perspectives (Doctoral dissertation, Deakin University, Australia).

Riley, K. (in review). A posthuman/postcolonial possibility for land education. Journal of Experiential Education.

Ritchie, J. (2018). A fantastical journey: Reimagining Te Whāriki. Early Childhood Folio, 22(1), 9-14.

Skerrett, M., & Ritchie, J. (2018). Ara Mai He Tetekura: Māori Knowledge Systems That Enable Ecological and Sociolinguistic Survival in Aotearoa. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research (pp. 1-21). Cham: Springer International Publishing.

Thiel, J. (2018). ‘A cool place where we make stuff’: Co-curating relational spaces of muchness. In Schulte, C. & Thompson, T. (Eds.) Communities of Practice: Art, Play, and Aesthetics in Early Childhood.

2017

Cairns, Kate. 2017. Connecting to food: Cultivating children in the school garden. Children’s Geographies 15(3): 304-318.

Christensen, P., Hadfield-Hill, S., Horton, J. and Kraftl, P. (2017) Children Living in Sustainable Built Environments: New Urbanisms, New Citizens. London: Routledge

Iorio, J.M., Hamm, C., Parnell, W. & Quintero, E. (2017). Place, Matters of Concern, and Pedagogy: Making Impactful Connections with Our Planet, Journal of Early Childhood Teacher Education, 32(2), p. 121-135, DOI: 10.1080/10901027.2017.1306600.

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.

Riley, K. (2017). (Re)turning to the sacred trails: (Re)Storying inter-connections to more-than-human worlds in outdoor education. In, Gray, T. & Mitten, D. (Eds.), The Palgrave International Handbook of Women in Outdoor Learning. New York: Palgrave-MacMillan.

Ritchie, J. (2017). Fostering eco-cultural literacies for social, cultural and ecological Justice: A perspective from Aotearoa (New Zealand). International Journal of Early Childhood, 49(3), 287-301. DOI 210.1007/s13158-13017-10198-13150

Thiel, J., & Jones, S. (2017). The literacies of things: Reconfiguring the material-discursive production of race and class in an informal learning center.Journal of Early Childhood Literacies. 17(3), pp. 315-335.

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.

Jones, S., Thiel, J., Brown, T., Davila, D., Pittard, E., Snow, M., Woglom, J., & Zhou, X. (2016). Bodies, space and the politics of childhood: Drawing on childhood geographies to make sense of the political acts of educational research and practice. American Educational Research Journal 53(4), pp. 1126-1158.

Kraftl, P. (2016) The force of habit: Channeling young bodies at alternative education spaces. Critical Studies in Education. 57: 116-130.

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.

Nairn, K. and Kraftl, P. (2016) Space, Place and Environment (volume three of Springer Major Reference Work on Geographies of Children and Young People, Editor-in-Chief Tracey Skelton). Berlin: Springer.

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

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.

Horton, J., Hadfield-Hill, S. and Kraftl, P. (2015) Children living with Sustainable Urban Architectures. Environment and Planning A. 47: 903-921.

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