University of Victoria Journals
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Vibrant Love\u27s Labor\u27s Lost Adds Vivid Colors to Glorious Oregon Setting and Dazzling Night Skies
No full textFor the production: Love\u27s Labor\u27s Lost (2011, Oregon Shakespeare Festival, USA)
Henry the Fifth: Stratford Festival of Canada
No full textFor the production: Henry V (2012, Stratford Festival of Canada, Canada)
Shakespeare and the Alchemy of Gender
No full textFor the production: Shakespeare and the Alchemy of Gender
Children’s Views of the Learning Environment: A Study Exploring the Reggio Emilia Principle of the Environment as the Third Teacher
No full textThis research study explored the concept ofthe environment as the third teacher and howkindergarten children in a school inspired byReggio Emilia viewed their classroom as a spaceto help them learn. A qualitative analysis ofthe research data reveals that children perceivetheir environment as a space that contributesto their learning and acts as a third teacher inthe classroom. In summary, the children in thisstudy described the specific ways they were ableto learn with the materials located within thecentres of their classroom, the ways they engagedin imaginative or pretend play, making real-lifeconnections and communicating with peers, andthe learning that developed through explorationof the documentation on the classroom walls
Rethinking Nature-Based Approaches in Early Childhood Education: Common Worlding Practices
No full textThis paper introduces common worlding approaches in early childhood education as possibilities for situating educational practices within current times of environmental precarity. Particularly, it offers new questions to early childhood nature education practices that reinscribe settler colonial and Euro-Western binary logics
Mama Spider
No full textIn this paper I share how I, an early childhood educator, respond to the challenge of the Anthropocene. There is a greater need for pedagogies of relationality and a focus on webbing ethical and ecological responsibility with practice. Through a series of pedagogical narrations I restory the coconstruction of the place and space that spiders, young children, and I shared