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Call for Papers - Interdisciplinary Dialogues in Early Childhood Environmental Education
No full textGuest 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 ([email protected]) and Nikki Rotas ([email protected]) 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
Indigenous languages of the North: A comparative analysis of the language situations in Topolinoe in Sakha and Guovdgeaidnu in Sápmi
No full textThis article examines the situations of two Indigenous languages in two Indigenous communities of Topolinoe in the Sakha Republic (Yakutia) of the Russian Federation and Guovdageaidnu in Norway. The goal of this research was to assess the present situation of the heritage languages in these communities, which include the Even language in Topolinoe and the Sámi language in Guovdageaidnu. The materials analysed in this article were collected using questionnaires, which contained questions about the level of language proficiency, language use and linguistic identity. We also conducted freestyle interviews with seven informants in Topolinoe. The article is of comparative nature, and we consider similarities as well as differences in these communities
A New Hope, or a Charter Menace? The New Labour Trilogy’s Implications for Labour Law in Canada
No full textReconciling Crown and Indigenous Legal Orders: The Reciprocal Benefits of Reserving an Indigenous Seat on the Supreme Court of Canada
No full textEt il lor dist que la forest estoit aventureuse durement
No full textCet article a pour but d\u27explorer les caractéristiques de la forêt de Darnant(es), qui apparaît dans la Vulgate et prend une ampleur croissante dans des textes "Post-Vulgate" avant d\u27être un lieu central du Perceforest. Il vise à identifier les principaux motifs caractérisant cette forêt. Trois axes sont abordés: les caractéristiques physiques, la merveille et le politique
Tous les chemins mènent à l\u27auberge. Les lieux de passage dans l\u27histoire comique du XVIIe siècle
No full textLe topos de l’auberge dans l’histoire comique crée autant un effet de ressassement que de contraste : elle suscite des situations reconnaissables, conditionne des épisodes stéréotypés, programme des scénarios qu’on retrouve, avec variance et nuance, dans beaucoup de textes du même genre. Partout visible, à la fois comme figure métaphorique modélisant une sociabilité libertine de substitution ou point de contact diégétique où se concentrent en un même endroit intrigues et personnages, l’auberge correspond bien à ce que les satoriens définissent comme une « configuration narrative récurrente ».Les enjeux pluriels convoqués par le topos de l’auberge peuvent ainsi se diviser en trois grandes catégories : il s’agit d’abord d’un lieu public encourageant les rencontres ; ensuite d’un lieu qui, précisément en raison de ces voisinages forcés, engendre chaos et violence ; enfin d’un lieu qui non seulement héberge des récits, mais constitue en lui-même une image kaléidoscopique de la narrativité. Plus précisément encore, nous retiendrons du topos de l’auberge sa fonction métanarrative, l’une de ses propriétés constitutives permettant son repérage
