University of Victoria Journals
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Innovative professional learning in early childhood education and care: Inspiring hope and action
No full textExploring early childhood educators’ notions about professionalism in Prince Edward Island
No full textDespite policy changes in a growing number of countries to increase the quality of early years education through the introduction of national curricular frameworks, conceptualizations of early childhood professionals remain distinctly variegated. Early learning curriculum frameworks have become embedded into the 21st-century early learning movement, creating a shift in professional deliverables and system expectations. This study explores how early childhood educators (ECEs) in Prince Edward Island (PEI) understand the concept of professionalism in their everyday practice. The researchers used qualitative methodology and a variety of methods, including workshops, interviews, and field notes, to gain insight into how ECEs understand professionalism. The data was analyzed through thematic analysis and understood through the lens of sociocultural theories of learning that embrace communities of practice as a positive way to promote professional learning. Primary findings explore (1) how ECEs understand professionalism in PEI, (2) positive and negative impacts on their understanding of professionalism in their daily practice, and (3) professional development opportunities that impact professionalism in the early childhood field
Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities
No full textThe shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection
Implanter des ateliers d’expression créatrice et vouloir se former à les animer : l’histoire d’un partenariat autour d’apprentissages professionnels dans le secteur de la petite enfance
No full textCet article raconte l’histoire d’une mobilisation régionale visant à permettre 1) aux enfants de divers milieux du Bas-Saint-Laurent (Québec) de participer à des ateliers d’expression et 2) aux professionnelles de l’éducation à la petite enfance de s’outiller pour animer de tels ateliers. L’article présente le rôle des acteurs institutionnels et communautaires impliqués et identifie les conditions qui ont contribué à l’implantation et au maintien de dispositifs locaux d’apprentissages professionnels reliés à l’animation d’ateliers d’expression pour enfants, conditions susceptibles d’être transposables à d’autres contextes et à d’autres apprentissages. Le récit est ponctué de réflexions théoriques et donne la parole aux praticiennes
Grill Guys and Drive-Thru Girls: Discourses of Gender in Young People’s Part-Time Work
No full textWe engage with poststructural feminism to examine how 32 young workers in Ontario and British Columbia perceived, replicated, navigated, and challenged gendered discourses. We discuss three related emerging themes. First, girls positioned themselves and other girls who work as “go-getters,” resonating with “can-do” girlhood narratives. Second, many participants engaged in and embraced gender-typical work, while others raised critical, feminist concerns. Third, some participants experienced diversions from gender-typical work, and their reflections both reproduced and challenged dominant gender norms. We demonstrate that contradictory discourses of gender, gender inequality, and growing up shape young people’s early work experiences in multiple ways
“A Place Where It Was Acceptable To Be Unacceptable”: Twenty-First-Century Girls Encounter Nineteenth-Century Girls Through Amateur Theatricals and Dance
No full textThis self-reflexive article about girl-centered, performance-based historiography uses Carole Lynne D’Arcangelis’s cautions about self-reflexive research writing and Caroline Caron’s concerns about girl studies as activist research focused on social change to explore how the presence of girls and listening to girls shaped the knowledge that was created. By staging encounters between living 21st-century girls and 19th-century girls, the process reveals possibilities about the lives of girls in both eras. Encounters drew attention to issues concerning power, gender, agency, present-mindedness, emotion work, embodiment, and racialized identities. The article demonstrates how girls’ actions and insights complicated understandings about 19th-century girlhoods and at-home theatricals and, simultaneously, exposed power structures influencing their lives today and opportunities to work within or subvert them. Working through concepts like “radical reflexivity” (D’Arcangelis), “theatrical ethic of inappropriation” (Michelle Liu Carriger), “the wince” (Stephen Johnson), and the “foolish witness” (Julie Salverson), the article describes research pivot points and argues that ways of listening to girls alters how meaning is made
Making Precarious: The Construction of Precarity in Refugee and Migrant Discourse
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In popular media, and sometimes even in academia, people in movement across borders are described as “precarious”; their lives are precarious, their journeys are precarious, their existence is one of precarity. Yet, precarity is not—and never has been—an emergent property of people or their actions. Precarity is a function of the state. It is the state which defines precarity through policy, action (and inaction), and which inscribes that precarity onto those bodies it wishes to regulate. By attaching the label of precarity to migrants and refugees, rather than by describing the actions of states as “making precarious,” discourse obfuscates the disciplinary and normative powers of the state, both at its borders and throughout its area of control. By examining the experiences of non-binary, queer, and trans migrants at Canadian points of entry, and through a critical examination of the literature surrounding the concept of precarity, this paper argues that state interactions with vulnerable people in motion across borders constitute a claims-making process by which bodies are a) made precarious, and b) made into objects for moral regulation and discipline. Bodies in motion across borders are an empirical reality, but their precarity is constructed, reified by the state, and their existence subject to a normative discourse which paints them as threats to be regulated or repelled, or objects of humanitarian concern
Moving Atlas (artist portfolio)
No full textUsing the language of maps, I take on the role of cartographer by tracing emotions, sensations, perceptions and the unchartered realms of my imagination associated with being a person of an ever changing diaspora. Using acrylic paints, paper collage and charcoal on canvas and paper, I rearticulate the practice of mapping by drawing from the landscapes of my memory and imagination. This allows me to temporarily orient myself in this vast world while venturing beyond the boundaries of geography to examine the contradictions between the nature of our imagination and physical boundaries
