University of Victoria Journals
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The Play\u27s the Thing Wherein We\u27ll Catch the Conscience of the Times
No full textIntroduction to Scene 2018.1 with a summary of the contributions
Early Childhood Educators’ Understandings of How Young Children Perform Gender During Unstructured Play
No full textThis study explores Nova Scotia early childhood educators’ (ECEs’) understandings of how young children perform gender during unstructured play. This research reveals that ECEs view gender primarily through traditional gender stereotypes and often unknowingly construct heteronormative play spaces that then inform the ways in which children learn gender. However, the ECEs also recognize the requirement to disrupt normative gender processes and challenge children to think and act outside the gender binary. There is a need for early childhood educators to discuss more regularly their gender-inclusive practices and locate new pedagogical approaches to support diverse identity expressions
Culturally Responsive Indigeneity of Relations: SPARK Conference 2019 Sharing Circle: Embracing the Needs of First Nation Children Through the Voices of First Nation Early Childhood Educators
No full textThis paper draws on the traditional sharing circle at the SPARK conference held at the University of British Columbia in 2019. The sharing circle was led by an Elder and two early childhood educators sharing knowledge from their perspectives and experiences of the Anishininiiwi Awaashishiiw Kihkinohamaakewi Niikaanihtamaakew Indigenous Early Childhood Education Leadership Program (IECELP). The sharing circle at SPARK was delivered in the Indigenous research method of a wildfire circle consistent with the summative research conducted across four First Nation child care centres to measure the impact of the IECELP. We propose alternative ways of transferring knowledge in Indigenous culturally responsive ways to be welcomed and encouraged in academia and in early childhood education
Indigenous Knowledge in Early Childhood Education: Building a Nest for Reconciliation
No full textThis article is based on my dissertation study exploring how Indigenous knowledges were experienced by non-Indigenous students in an ECE diploma program at a Canadian college. Analysis of participants’ stories through the lens of critical pedagogy helped identify experiences with Indigenous knowledges and Reconciliation. Critical reflection on these experiences identified key findings: 1) the promise of transformative learning, 2) an acceptance of the truths and realities of Canadian history, and 3) the necessity of experiencing Indigenous knowledges. Through the metaphor of building a nest, I see transformative learning, truth telling, and inclusion of Indigenous knowledges as a path toward Reconciliation of Indigenous and non-Indigenous peoples within early childhood education programs
Witnessing the Ruins: Speculative Stories of Caring for the Particular and the Peculiar
No full textEducational scholars and practitioners are confronting long-held anthropocentric pedagogical practices as well as notions of care. To trouble the notion of care, this article draws from the collaborative research that stories the collective experiences of children, educators, and researchers at an early years learning centre located in an emerging suburban enclave of a mid-sized city in southwestern Ontario, Canada. Our work is guided by the question of how we as educators and scholars reclaim and augment the politics of care. Through the practice of storying everyday encounters, we explore how emerging and precarious relations with more-than-human others, both real and imaginary, challenge anthropocentric notions of care
Friendly Guns: Power, Play, and Choice in Preschool
No full textThis paper examines the power relations that emerged during an eight-week study of an afterschool program in a Montessori preschool. Drawing from a theoretical assemblage that engages Foucault’s theory of biopower and Bennett’s conceptualization of thing power, I analyze the intra-actions between the human and more-than-human and consider how children’s bodies were disciplined to do and be certain things during a time of day when children could choose their play activities. A critical discourse analysis of ethnographic data details the ways in which certain intra-actionsnormalized some children’s ways of knowing, being, doing, and playing while marginalizing others. I conclude by attending to the potential of children’s relationships with popular culture in early childhood classrooms
Immature Pelvic Growth and Obesity: A Biocultural Analysis of Risks Associated With Adolescent Pregnancy in the United States
No full textAdolescent pregnancy in youth aged 10-19 years is associated with higher rates of adverse outcomes for both the mother and infant than adult pregnancy. Obesity and immature pelvic growth compound the associated risks of adolescent pregnancy. Black and Indigenous youth in the United States (U.S.) experience disproportionately high rates of adolescent pregnancy and obesity. This research project aimed to answer two questions: (1) What are the contributing risks of pelvic immaturity and obesity on adverse outcomes in adolescent pregnancy, especially in the U.S.?; and (2) Why are Black and Indigenous youth at particular risk of adolescent pregnancy and obesity in the U.S.? In this research project, I have conducted statistical analyses of biological and sociocultural factors associated with adolescent pregnancy using the CDC WONDER database, and I have used case studies and ethnographic accounts to gain insight on Black and Indigenous youth experiences with adolescent pregnancy. In this paper I examine the racial disparities in rates of adolescent pregnancy, obesity, and adverse outcomes in the U.S. My paper contributes research to a current public health issue by using an integrative biocultural approach
