University of Victoria Journals
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Growing Freedom: The Instructions of Yoko Ono / The Art of John and Yoko: Vancouver Art Gallery, 9 October 2021 — 1 May 2022
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Timescapes in Childhood Memories of Everyday Life During the Cold War
No full textDuring the Cold War, linear and future-oriented temporalities were enforced to accelerate social transformation on both sides of the Iron Curtain. Despite efforts to control time by bracketing complex human conditions, children were routinely engaged in everyday activities that followed different rhythms. Building on Barbara Adam’s notion of timescapes and drawing on collective biography research, this article examines different temporal experiences through childhood memories of harvesting in a forest, a family garden, and a collective farm. These memories reveal emotionally intense—embodied and embedded—temporal experiences of children entangled within timescapes of multiple and sometimes contradictory dimensions of human and more-than-human times
The Erasure of Blackness and Shortcomings Within the Early Learning and Care Sector in Canada: Recommendations for the Way Forward
No full textThis article critically examines the domain of early learning and care (ELC) in Canada, often termed early childhood education or early childhood studies. We delve into the Canadian ELC landscape, focusing on identified gaps in antibias education, especially concerning African/Black families. Drawing from a comprehensive literature review, we highlight disparities faced by African/Black children and families compared to their white and other racialized peers in the Canadian child welfare system. We conclude with six actionable recommendations to bridge these gaps, emphasizing collaboration among all stakeholders
“An Evil Text”: Chilean National Writing Plan and Students Becoming Writers with Villainy
No full textThis article examines high school students’ responses to an exercise from the Chilean National Writing Plan which invited students to “write an evil text.” The data was analyzed through a diffractive reading using affect theory. We asked the texts: What do affective repertoires related to villainy do to students becoming writers? We describe the affirmative potential of these affects and strategies used by students becoming writers to contest normative childhood and youth relations with cultural products and affective repertoires in education. Based on our findings, we posit that the entanglements between writing exercises, student writers, and villainy produced non-normative affects related to evilness, which in turn assembled into cultural zones of exception in which children and youth could speculate around complex topics such as the pleasures related to violence
Help Us Stay: A Message to Yukon’s Policy Makers
No full textEmerging from a larger study that focused on stories of becoming and being an early childhood educator (ECE) in Yukon, this paper presents an exploration of Yukon’s current early learning context from the perspective of six ECEs. By focusing on their lived experiences, this paper highlights the challenges ECEs face in their daily practices and presents the wisdom generated from their voices as they share their policy and curriculum recommendations, aiming to inform government decision makers and stakeholders in Yukon’s early learning sector.
 
