Suchergebnisse

Guest editors: Dr. Fikile Nxumalo (University of Texas at Austin) and Dr. Nikki Rotas (University of Alberta)A growing body of work has illustrated the importance of situating environmental education in current precarious times that disrupt idealized notions of both childhood and nature/environment. Drawing inspiration from feminist scholarship and from the environmental humanities, several scholars have critically engaged with ways in which the notion of the Anthropocene, as a current epoch marked by devastating human impact on the earth, necessitates a turn away from romantic conceptions of children and nature (Pacini-Ketchabaw & Taylor, 2015; Malone, Truong & Gray, 2017; Ritchie, 2015). This work supports an orientation towards critical and generative pedagogies that are firmly situated within the messy anthropogenic worlds that young children co-inhabit, and that take seriously the inseparability of nature and culture. Importantly, this work has also taken up the Anthropocene as a contested political marker of current times rather than a neutral scientific fact (Lloro-Bidart, 2016; Colebrook, 2016; Saldanha & Stark, 2016; Tuck & McKenzie, 2014). Taking up the political signification of the Anthropocene in early childhood education includes challenging the figure of the developing human child as future steward – a common trope of nature based education that is rooted in instrumental approaches to teaching and learning (Blaise, 2013; Lenz Taguchi, 2010; Taylor, in press). In addition, methodological attention to 'how' Anthropocene discourses manifest in early childhood settings and across disciplinary frameworks is important. How, for example, do environmental education practices materialize in schools and communities? In what ways do current environmental education practices affirm the capacity of students and/or reiterate deficit racialized discourses in schools? How might creative and critical practices 'presence' (Simpson, 2011) Indigenous land and communities in present place and time? Building from these and other insights on the potential invigorations of bringing interdisciplinary perspectives into conversation with early childhood environmental education, this special issue invites further critical and creative interventions into questions of research and practice in early childhood. In this special issue, we invite papers that reconceptualize environmental education in ways that situate teaching and learning within current environmental precarities, intervene into dominant child-nature discourses, trouble normative methodologies, and unsettle the universalisms and omissions of the Anthropocene. In this regard, submissions are invited that are animated by, but not limited to:Black studies + environmental education + childhoodBlack/immigrant childhoods in the AnthropoceneIndigenous land education + environmental early childhood educationDecolonizing place based early education#WaterIsLife + childhoodToxic pollutants + childhood entanglementsDiscard studies + environmental education + childhoodCritical disability studies + environmental education + childhoodQueering childhood-nature relationshipsSpeculative practices + creative methodologies in environmental educationMaterial Technologies + Environmental Education + ChildhoodArts-based early childhood pedagogies for the AnthropoceneClimate change + environmental early childhood educationSTEM + the environmental humanities in early childhood educationMultispecies relations + childhood in the AnthropoceneAffect + Environmental Education + ChildhoodUrban education + the AnthropoceneNew Material feminisms + environmental early childhood educationWe seek submissions that push current boundaries of environmental education with young children by engaging interdisciplinary perspectives in critical, creative and generative ways while disrupting anthropocentric, deficit images of children and families. We welcome submissions in multiple formats, including qualitative and post-qualitative research articles, conceptual essays, digital media pieces, aesthetic works, reviews, and interviews. We also encourage submissions from educators working in early childhood settings for the Ideas from Practice section of the journal. Submissions are due August 1, 2017. Please see the author guidelines for submission preparation instructions. Please contact Fikile Nxumalo (fnxumalo@austin.utexas.edu) and Nikki Rotas (rotas@ualberta.ca) with any questions. ReferencesBlaise, M. (2013). Activating micropolitical practices in the early years: (Re)assembling bodies and participant observations. In R. Coleman and J. Ringrose (Eds.) Deleuze and research methodologies, pp. 184–200. Edinburgh: Edinburgh UniversityPress.Colebrook, C. (2016). 'A grandiose time of co-existence': Stratigraphy of the Anthropocene. Deleuze Studies, 10(4), 440-454.Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. New York, NY: Routledge.Lloro-Bidart, T. (2016). A feminist posthumanist political ecology of education for theorizing human-animal relations/relationships. Environmental Education Research, (23)1, 111-130.Malone, K., Truong, S., & Gray, T. (2017). Reimagining sustainability in precarious times. Singapore : Springer.Pacini-Ketchabaw, V. & Taylor, A. (2015). (Eds.) Unsettling the Colonialist Places and Spaces of Early Childhood Education. New York: Routledge.Ritchie, J. (2015). Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective. Journal of Pedagogy, (6)2, 41- 56.Saldanha, A. & Stark, H. (2016). A new earth: Deleuze and Guattari in the Anthropocene. Deleuze Studies, 10(4), 427-439.Simpson, L. (2011). Dancing on our turtle's back: Stories of Nishnaabeg re-creation, resurgence, and a new emergence. Winnipeg: Arbeiter Ring Publishers.Taylor, A. (in press) Beyond stewardship: Common world pedagogies for the Anthropocene, Environmental Education Research.Tuck, E. & McKenzie, M. (2014). Place in research: Theory, methodology, and methods. New York: Routledge.

Guest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O'Keefe (University of Prince Edward Island)Not only is professional learning conceptualised as critical for increasing educational quality and enhancing children's learning and developmental outcomes (e.g. Lazarri et al., 2013; Munton et al., 2002; Penn, 2009; Vandenbroeck et al., 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators' and preschool teachers' professional identities and practice. For example, critical and supported reflection (Thomas & Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, & Raes, 2016), collaborative and empowering practice (Helterbran & Fennimore, 2004), and competent leadership (Colmer et al., 2008) have all been found to be effective means of supporting professional learning.While there appears to be consensus in the literature around what needs to be done, and even around how it should be done, numerous constraints prevent the implementation and maintenance of sustainable and transformational professional learning in ECEC. Vandenbroeck and colleagues (2016) go beyond the focus on individuals and childcare teams, identifying two further levels necessary for competent systems of professional learning: partnerships between local early childhood programs and social, cultural, and educational institutions (such as colleges and universities); and governance regarding vision, finance, and monitoring. In the Canadian context, the Canadian Child Care Federation has also stressed the importance of a system-wide strategy to strengthen the child care workforce (CCCF, 2016). However, early childhood services in Canada are under the purview of the provincial and territorial governments and, therefore, the conditions, regulations, certification requirements, curriculum documents, and educational systems vary widely from jurisdiction to jurisdiction. The educational requirements for certification, for example, may include no formal training (in NWT and Nunavut), one entry-level short course, one-year certificates, or two-year diplomas. This complicates efforts to define who the early childhood professional is and what opportunities are constitutive of professional learning (Prochner, Cleghorn, Kirova, & Massing, 2016). While these disparities within the field may impede the development of a cohesive strategy, Campbell et al. (2016) recently asserted that much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Vandenboreock et al., 2016).This special issue, then, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes. Each submission will respond to one or more of the key questions, including, but not limited to:How can professional learning be conceptualised?How do we build and maintain effective partnerships to foster professional learning?What strategies for transformative community mobilization might be shared?How can innovative strategies be applied on a wider scale?How might taken-for-granted professional learning and evaluation practice be disrupted?What story about professional learning do you need (or want) to tell?How has your community been transformed through a particular activity, event, or practice?How might the lives and futures of children be positively shaped by engagement in partnerships and mobilization?Where might we be in 5, 10, or 15 years through such endeavours?We welcome submissions in multiple formats, including research articles, theoretical papers, multimedia pieces, art work, book reviews, and so forth. These may be submitted in English, French, or in any Canadian Indigenous language. Submissions are due August 1, 2017 and should be submitted as per Journal of Childhood Studies submission guidelines. ReferencesCampbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, & K. Steffensen (2016). The state of educators' professional learning in Canada. Oxford, OH: Learning Forward.Canadian Child Care Foundation [CCCF], (2016). An Early Learning and Child Care Framework for Canada's Children. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdfColmer, K., Waniganayake, M. & Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders?, Australasian Journal of Early Childhood, 39(4), 103-113.Helterbran, V.R. & Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. Early Childhood Education Journal, 31(4), 267-271.Lazarri, A., Picchio, M., & Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners' professionalization in the Italian context. Early Years: An International Research Journal, 33(2), 133-145.Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). Research on ratios, group size, and staff qualifications and training in early years and childcare settings. London: University of London.Penn, H. (2009). Early childhood education and care: Key lessons from research for policy makers. Brussels: Nesse.Prochner, L., Cleghorn, A., Kirova, A., & Massing, C. (2016). Teacher education in diverse settings: Making space for intersecting worldviews. Rotterdam, The Netherlands: Sense Publishers.Thomas, S., & Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. International Journal of Early Childhood Special Education, 5(1), 1-14.Vandenbroeck, M., Peeters, J., Urban, M. & Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban & J. Peeters (Eds.) Pathways to Professionalism in Early Childhood Education and Care, (pp. 1-14). London: Routledge.Vangrieken, K., Dochy, F., & Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. European Journal Of Psychology Of Education - EJPE (Springer Science & Business Media B.V.), 31(3), 275-298. doi:10.1007/s10212-015-0279-0

Guest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O'Keefe (University of Prince Edward Island)Not only is professional learning conceptualised as critical for increasing educational quality and enhancing children's learning and developmental outcomes (e.g. Lazarri et al., 2013; Munton et al., 2002; Penn, 2009; Vandenbroeck et al., 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators' and preschool teachers' professional identities and practice. For example, critical and supported reflection (Thomas & Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, & Raes, 2016), collaborative and empowering practice (Helterbran & Fennimore, 2004), and competent leadership (Colmer et al., 2008) have all been found to be effective means of supporting professional learning.While there appears to be consensus in the literature around what needs to be done, and even around how it should be done, numerous constraints prevent the implementation and maintenance of sustainable and transformational professional learning in ECEC. Vandenbroeck and colleagues (2016) go beyond the focus on individuals and childcare teams, identifying two further levels necessary for competent systems of professional learning: partnerships between local early childhood programs and social, cultural, and educational institutions (such as colleges and universities); and governance regarding vision, finance, and monitoring. In the Canadian context, the Canadian Child Care Federation has also stressed the importance of a system-wide strategy to strengthen the child care workforce (CCCF, 2016). However, early childhood services in Canada are under the purview of the provincial and territorial governments and, therefore, the conditions, regulations, certification requirements, curriculum documents, and educational systems vary widely from jurisdiction to jurisdiction. The educational requirements for certification, for example, may include no formal training (in NWT and Nunavut), one entry-level short course, one-year certificates, or two-year diplomas. This complicates efforts to define who the early childhood professional is and what opportunities are constitutive of professional learning (Prochner, Cleghorn, Kirova, & Massing, 2016). While these disparities within the field may impede the development of a cohesive strategy, Campbell et al. (2016) recently asserted that much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Vandenboreock et al., 2016).This special issue, then, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes. Each submission will respond to one or more of the key questions, including, but not limited to:How can professional learning be conceptualised?How do we build and maintain effective partnerships to foster professional learning?What strategies for transformative community mobilization might be shared?How can innovative strategies be applied on a wider scale?How might taken-for-granted professional learning and evaluation practice be disrupted?What story about professional learning do you need (or want) to tell?How has your community been transformed through a particular activity, event, or practice?How might the lives and futures of children be positively shaped by engagement in partnerships and mobilization?Where might we be in 5, 10, or 15 years through such endeavours?We welcome submissions in multiple formats, including research articles, theoretical papers, multimedia pieces, art work, book reviews, and so forth. These may be submitted in English, French, or in any Canadian Indigenous language. Submissions are due August 1, 2017 and should be submitted as per Journal of Childhood Studies submission guidelines. ReferencesCampbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, & K. Steffensen (2016). The state of educators' professional learning in Canada. Oxford, OH: Learning Forward.Canadian Child Care Foundation [CCCF], (2016). An Early Learning and Child Care Framework for Canada's Children. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdfColmer, K., Waniganayake, M. & Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders?, Australasian Journal of Early Childhood, 39(4), 103-113.Helterbran, V.R. & Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. Early Childhood Education Journal, 31(4), 267-271.Lazarri, A., Picchio, M., & Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners' professionalization in the Italian context. Early Years: An International Research Journal, 33(2), 133-145.Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). Research on ratios, group size, and staff qualifications and training in early years and childcare settings. London: University of London.Penn, H. (2009). Early childhood education and care: Key lessons from research for policy makers. Brussels: Nesse.Prochner, L., Cleghorn, A., Kirova, A., & Massing, C. (2016). Teacher education in diverse settings: Making space for intersecting worldviews. Rotterdam, The Netherlands: Sense Publishers.Thomas, S., & Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. International Journal of Early Childhood Special Education, 5(1), 1-14.Vandenbroeck, M., Peeters, J., Urban, M. & Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban & J. Peeters (Eds.) Pathways to Professionalism in Early Childhood Education and Care, (pp. 1-14). London: Routledge.Vangrieken, K., Dochy, F., & Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. European Journal Of Psychology Of Education - EJPE (Springer Science & Business Media B.V.), 31(3), 275-298. doi:10.1007/s10212-015-0279-0