Communicating our Vision
We regularly publish books, chapters and articles that communicate our vision and describe efforts to promote change for the early years. While the Investigating Quality (IQ) website focuses primarily on the Minority (“Developed”) World, the research and development ‘Unit’ at the University of Victoria has a long history of related work in the Majority (“Developing”) World as well. Indeed, key aspects of the Valuing Quality (1994) and Beyond Quality (1999) volumes, and the subsequent Investigating Quality project(s) were initiated by Alan Pence through work with First Nations communities in Canada starting in 1989 and in Africa starting in 1994 (see www.fnpp.org and www.ecdinafrica.org). Minority World focused publications follow immediately below, and Majority World publications follow those with two topic areas: Africa and Indigenous.
MINORITY WORLD PUBLICATIONS
Books and Special Issues of Journals
Pence, A. & Harvell, J. (Eds.) 2019. Pedagogies for diverse contexts. London: Routledge.
Taylor, A. & Pacini-Ketchabaw, V. (2018). The common worlds of children and animals: Relational ethics for entangled lives. London: Routledge.
Pacini-Ketchabaw, V., Kind, S. & Kocher, L.M. (2017). Encounters with materials in early childhood education. London: Routledge.
Pacini-Ketchabaw, V. & Skott-Myhre, K. (Eds.) (2016). Youth work, early education and psychology: Liminal encounters. London: Palgrave.
Pacini-Ketchabaw, V. & Taylor, A. (Eds.) (2015). Unsettling the colonial places and spaces of early childhood education. London: Routledge.
Pacini-Ketchabaw, V. (2014). Journeys: Reconceptualizing early childhood practices through pedagogical narration. Toronto: University of Toronto Press.
Pence, A. & White, J. (Eds.) (2011). Child and youth care: Critical perspectives in policy, practice and pedagogy.
Pacini-Ketchabaw, V. (Ed.) (2010). Flows, rhythms, and intensities of early childhood education curriculum. New York: Peter Lang.
Pence, A. (Ed.) (2008). Issues in Diversity and Social Equity in Early Childhood [Special Issue]. Contemporary Issues in Early Childhood, 9(3).
Dahlberg, G., Moss, P., & Pence, A. (2007, 2nd ed.). Beyond quality in early childhood education: Languages of evaluation. London: Routledge/Falmer Press.
Pacini-Ketchabaw, V. & Pence, A. (Eds.). (2005). Canadian early childhood education: Broadening and deepening discussions of quality. Ottawa, ON: Canadian Child Care Federation.
Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education: Postmodern perspectives. London & Philadelphia: Falmer Press.
Moss, P., & Pence, P. (Eds.). (1994). Valuing quality in early childhood services: New approaches to defining quality. New York: Teachers College Press.
Book Chapters and Articles
Pence, A. (2021). Going Beyond: Implementing “Beyond Quality” through the Investigating Quality (IQ) Project. Journal of Research in Childhood Education. New York: Routledge 35 (3) 520-533, DOI: 10.1080/02568543.2021.1930823
Blaise, M. & Pacini-Ketchabaw, V. (2019). Enacting feminist materialist movement pedagogies in the early years. In J. Osgood & K. Robinson (Ed.). Feminists researching gendered childhoods: Generative entanglements. (pp. 109-120) London UK: Bloomsbury Publishing.
Land, N. & Pacini-Ketchabaw, V. (in press). Creepers, pixels, and the nether: Performing Minecraft worlds. In D. Fancy & H. Skott-Myhre, Immanence, politics, and the aesthetic: Thinking revold in the 21st century. Montreal: McGill Queens Press.
White, J. Kouri, S. & Pacini-Ketchabaw, V. (2017). Risking attachments in teaching child and youth care in twenty-first century settler colonial, environmental and biotechnological worlds. International Journal of Social Pedagogy, 6(1),43-63.
Nxumalo, F. & Pacini-Ketchabaw, V. (2017). ‘Staying with the trouble’ in child-insect-educator common worlds. Environmental Education Research, 23(10), 1414-1426.
Taylor, A. & Pacini-Ketchabaw, V. (2017). Kids, raccoons, and roos: Awkward encounters and mixed affects. Children’s Geographies, 15(2), 131-145.
Moss, P., Dahlberg, G., Grieshaber, S., Mantovani, S., May, H., Pence, A., Rayna, S., Swadener, B., Vandenbroeck, M. (2016). The Organization for Economic Co-operation and Development’s International Early Learning Study: Opening for debate and contestation. Contemporary Issues in Early Childhood, Vol 17(3). 343-351.
Pacini-Ketchabaw, V. Taylor, A. & Blaise, M. (2016) ‘De-centring the human in multispecies ethnographies’. In C. Taylor & C. Hughes (Eds.) Posthuman Research Practices in Education, Hampshire: Palgrave Macmillan.
Pacini-Ketchabaw, V. & Taylor, A. (2016). Common world childhoods. Oxford Bibliographies in Childhood Studies. DNI: 10.1093/OBO/9780199791231-0174.
Pacini-Ketchabaw, V., & Kummen, K. (2016). Shifting temporal frames in children’s common worlds in the Anthropocene. Contemporary Issues in Early Childhood, 17(4), 431–441.
Pacini-Ketchabaw, V., & Clark, V. (2016). Following watery relations in early childhood pedagogies. Journal of Early Childhood Research,14(1), 98–111.
Taylor, A. & Pacini-Ketchabaw, V. (2015) ‘Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies’ in V. Pacini-Ketchabaw & A. Taylor (Eds.), Unsettling the Colonialist Places and Spaces of Early Childhood Education, New York: Routledge.
Pacini-Ketchabaw, V. & Taylor, A. (2015) ‘Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands’ in V. Pacini-Ketchabaw & A. Taylor (Eds.), Unsettling the Colonialist Places and Spaces of Early Childhood Education, New York: Routledge.
Taylor, A. & Pacini-Ketchabaw, V. (2015). Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies, in V. Pacini-Ketchabaw & A. Taylor (Eds.) Unsettling the Colonialist Places and Spaces of Early Childhood Education. New York: Routledge.
Pacini-Ketchabaw, V. & Taylor, A. (2015). Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands, in V. Pacini-Ketchabaw & A. Taylor (Eds.) Unsettling the Colonialist Places and Spaces of Early Childhood Education, New York: Routledge.
Pacini-Ketchabaw, V. & Nxumalo, F. (2015). Unruly raccoons and troubled educators: Nature/culture divides in a childcare centre. Environmental Humanities, 7, 151-168.
Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture & Society.
Pacini-Ketchabaw, V. (2014). Postdevelopmental perspectives on play: Postcolonial and anti-racist approaches to research. In L. Brooker, S. Edwards, & M. Blaise (Eds.), The SAGE handbook of play and learning in early childhood (pp. 67-78). London: SAGE.
Pacini-Ketchabaw, V. (2014). Crafting new relationships in child and youth care: Human-nonhuman encounters. In K. Gharabaghi & H. Skott-Myhre, With children and youth: Emerging theories, practices, and discussions in child and youth care work (pp. 101-120). Waterloo, ON: Wilfrid Laurier University Press.
Pacini-Ketchabaw, V., & Nxumalo, F. (2014). Posthumanist imaginaries for decolonizing early childhood praxis. In M. N. Bloch, B. B. Swadener, and G. S. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism—A reader (pp. 131-142). New York: Peter Lang.
Pacini-Ketchabaw, V., Nxumalo, F., & Rowan, M.C. (2014). Researching neoliberal and neocolonial assemblages in early childhood education. International Review of Qualitative Research, 7(1), 39-57.
Pacini-Ketchabaw, V., di Tomasso, L., & Nxumalo, F. (2014). Bear-child stories in late liberal colonialist spaces of childhood. Canadian Children, 38(3), 26–55.
Clark, V., Pacini-Ketchabaw, V., & Hodgins, D. (2014). Thinking with paint: Troubling settler colonialisms through early childhood art pedagogies. International Journal of Child, Youth & Family Studies, 5(4.2), 751-781.
Pacini-Ketchabaw, V., & Clark, V. (2014). Following watery relations in early childhood pedagogies. Journal of Early Childhood Research.
Kummen, K., Pacini-Ketchabaw, V., & Thompson, D. (2013). Making developmental knowledge stutter and stumble: Continuing pedagogical explorations with collective biography. In V. Pacini-Ketchabaw & L. Prochner, Re-situating Canadian early childhood education (pp. 125-145). NY, Peter Lang.
Pacini-Ketchabaw, V., & Nxumalo, F. (2013). Regenerating research partnerships in early childhood education: A non-idealized vision. In J. Duncan & L. Conner (Eds.), Research partnerships in early childhood education: Teachers and researchers in collaboration (pp. 11–26). New York, NY: Palgrave Macmillan.
Pacini-Ketchabaw, V. (2013). Frictions in forest pedagogies: Common worlds in settler colonial spaces. Global Studies of Childhood, 4(1), 355–365.
Pacini-Ketchabaw, V. (2013). Politicizing transitions in early childhood. Global Studies of Childhood, 3(3), 221–229.
Pacini-Ketchabaw, V. (2012). Acting with the clock: Clocking practices in early childhood. Contemporary Issues in Early Childhood, 13(2), 154-160.
Pacini-Ketchabaw, V. (2012). Postcolonial entanglements: Unruling stories. Child & Youth Services, 33, 313-316.
Pacini-Ketchabaw, V. & Bernhard, J. (2012). Revisioning multiculturalism in early childhood education. In N. Howe & L. Prochner (Eds.), Recent perspectives in early childhood education and care in Canada. Toronto, ON: University of Toronto Press.
Pence, A., & Pacini-Ketchabaw, V. (2012). The Investigating Quality Project: Innovative approaches in early childhood. In N. Howe & L. Prochner (Eds.), Recent perspectives in early childhood education and care in Canada. Toronto, ON: University of Toronto Press.
Pence, A. R. (2012). Commentary: Reflections on children, curriculum, and teachers. In N. Howe & L. Prochner (Eds.), Recent perspectives in early childhood education and care in Canada.
Lee, J-A., & Pacini-Ketchabaw, V. (2011). Immigrant girls as caregivers to younger siblings: A transnational feminist analysis. Gender and Education, 23(2), 105-119.
Pacini-Ketchabaw, V. & Kocher, L. (2011). Destabilizing binaries in early childhood education: The possibilities of pedagogical documentation. In P. Danaher (Ed.), Beyond binaries in education research. New York: Routledge.
Pacini-Ketchabaw, V. & Pence, A. (2011). The postmodern curriculum: Making space for historically and politically situated understandings. Australasian Journal of Early Childhood, 36(1), pp.4-8.
Pence, A.R. & Pacini-Ketchabaw, V. (2010). Both/And: Reflections on recent Anglo/western early childhood curriculum statements. International Journal of Child Care and Education Policy, 4(2), pp. 15-24.
Bernhard, J. & Pacini-Ketchabaw, V. (2010). The politics of language and educational practices: Promoting truly diverse child care settings. In O. Saracho & Spodek, B. (Eds.). A volume in contemporary perspectives in early childhood education: Contemporary perspectives in language and cultural diversity in early childhood education (pp.21-41). Charlotte, NC: Information Age.
Pacini-Ketchabaw, V., Kummen, K., & Thompson, D. (2010). Becoming intimate with developmental knowledge: Pedagogical explorations with collective biography. The Alberta Journal of Educational Research, 56 (3), 335-354.
Pacini-Ketchabaw, V. & Pence, A. (2010). A journey of beginnings: From the Stockholm Project to the Investigating Quality Project and beyond. In M.A. Colliander, L. Strahle, & C. Wehner-Godee (Eds.), Om varden och omvarlden: pedagogic I praktik och teori med inspiration fran Reggio Emilia [Valuing the world: Pedagogical practice and theory with inspiration from Reggio Emilia] (pp.251-263). Stockholm, Sweden: Stockholm University Press.
Pacini-Ketchabaw, V. & Viruru, R. (2010). The ambivalence of citizenship in early childhood education: Anti-racist, transnational feminist and postcolonial contributions. In G. Cannella & L.D. Soto (Eds.), Childhoods: A handbook (pp.265-280). New York: Peter Lang.
Pence, A. & Pacini-Ketchabaw, V. (2010). Investigating Quality Project: Opening possibilities in early childhood education policies and practices. In N. Yelland (Ed.), Contemporary perspectives on early childhood education (pp.121-138). UK: Open University Press.
Pacini-Ketchabaw, V., Kocher, L., Sanchez, A., & Chan, C. (2009). Rhizomatic stories of immanent becomings and intra activity: Professional development reconceptualized. In L. Iannacci & P. Whitty (Eds.), Early childhood curricula: Reconceptualist perspectives (pp.87-119). Calgary, AB: Destilig.
Pence, A. (2008). Introduction to journal. Contemporary Issues in Early Childhood, 9 (3), 189-190.
Pence, A., & Pacini-Ketchabaw, V., (2008). Discourses on quality care: The Investigating Quality project and the Canadian experience. Contemporary Issues in Early Childhood, 9(3), 241-255.
Pacini-Ketchabaw, V., Berikoff, A., Elliot, E., & Tucker, A. (2007). Anti-racism and post-colonialism in early childhood education. International Journal of Psychology, Summer, 30-33.
Pacini-Ketchabaw, V., Kocher, L., Berger, I., Isaac, K., & Mort, J. (2007). Thinking differently about quality in British Columbia: Dialogue with the Reggio Emilia Early Childhood Project. Canadian Children, 32(1), 4-11.
Pence, A., & Pacini-Ketchabaw, V. (2007). Innovative approaches in early childhood education: An international dialogue. Interaction, 20(4), 24.
Pacini-Ketchabaw, G., Elliot, E., & Berikoff, A. (2007). Reflections on meaning making with early childhood educators. Interaction, 20(4), 29-30.
Pence, A. (2006). Seeking the other 99 languages of ECE: A keynote address by Alan Pence. Interaction, 29 (3), 28-29.
Pence, A., & Pacini-Ketchabaw, V. (2006). The Investigating Quality Project: Challenges and possibilities for Canada. Interaction, 20(3), 11-13.
Pacini-Ketchabaw, V., & Pence, A. (2005). Contextualizing the reconceptualist movement in Canadian early childhood education. In V. Pacini-Ketchabaw & A. Pence (Eds.), Canadian early childhood education: Broadening and deepening discussions of quality (pp. 5-20). Ottawa, ON: Canadian Child Care Federation.
Reports and Newsletters
IQ Project Summary (Spring 2012)
Pedagogical Connections, Issue 7, Spring 2011
Pedagogical Connections, Issue 6, Fall 2010
Pedagogical Connections, Issue 5, Fall 2009
Pedagogical Connections, Issue 4, Spring 2009
Pedagogical Connections, Issue 3, Winter 2009
Pedagogical Connections, Issue 2, Fall 2008
Pedagogical Connections, Issue 1, Summer 2008
MAJORITY WORLD PUBLICATIONS
AFRICA
Books and Special Issues of Journals
Pence, A., Makokoro, P., Banu Ebrahim, H. & Barry, O. (Eds.) (2023). Sankofa: appreciating the past in planning the future of early childhood education, care and development in Africa. Paris: UNESCO.
Pence, A. & Harvell, J. (Eds.). (2019). Pedagogies for diverse contexts. London: Routledge.
Pence, A. & Benner, A. (2015). Complexities, capacities, communities: Changing development narratives in early childhood education, care and development. Victoria: Univ. of Victoria.
Garcia, M., Pence, A,. & Evans, J.L. (Eds.). (2008). Africa’s future: Africa’s challenge – Early childhood care in development in sub-Saharan Africa. Washington, D.C.: World Bank. (Selected as a best notable government document for 2008 by The Library Journal.)
Pence, A.R., & Marfo, K. (Eds.). (2004). Capacity building for early childhood education in Africa [Special Issue]. International Journal of Educational Policy, Research and Practice, 5(3).
Book Chapters and Articles
Pence, A. & Skerrett, M. (2019).Indigenous knowledges, Early Childhood Sociocultural Contexts, in Encyclopedia of Teacher Education. New Delhi: Springer.
Pence, A. (2019). Staying power: Remembering A. Bame Nsamenang, in Journal of Psychology in Africa. (29) 4, pp 328-334,
Pence, A. (2018). Possible ways forward: ECD in the Majority World. In S.M. Akpova, M.J. Moran, & R. Brookshire (Eds.), Collaborative cross-cultural research methodologies in early care and education contexts. New York: Routledge.
Pence, A. (2018). Fortuitous invitations and possible ways forward: ECD in the majority world. In M. Moran, S.D. Akpovo, & R. Brookshire (Eds.). Cross-Cultural Research Methodologies in Early Childhood Contexts. London: Routledge, (pp ).
Mrutu, N., Rea-Dickins, P., Bakuza, F. Walli, S., Pence, A. (2015). Beyond ABC: The complexities of early childhood education in Tanzanzia, in V. Murphy & M. Angelou (Eds.), Early Childhood Education. London: The British Council. (pp ).
Pence, A. & Ashton, E. (2016). Early childhood research in Africa: The need for a chorus of voices. In A. Farrell & S.L. Kagan (Eds.), The SAGE Handbook of early childhood research. Thousand Oaks, CA: Sage Publications, pp. 380-387.
Nyeko, J. Pence, A.,& Barnes, G. (2015). Home environment factors and ECDexposure predict school entry and grad progression. A study from a peri-urban community in central Uganda. International Journal of Child, Youth and Family.
Pence, A. (2013). Voices less heard. Handbook of Early Childhood Development Research and its Impact on Global Policy. Paris: UNESCO, pp 161-182.
Benner, A. & Pence, A. (2013). From e- to m-Learning: feasibility for an African-delivered tertiary program. E-Learning and Digital Media, 10 (1), pp 13-21.
Pence, A.R. (2011). Strengthening Africa’s contributions to early childhood education, care and development research: Historical, conceptual and structural challenges. Child Development Perspectives.
Marfo, K., Pence, A.R., Levine, R.A., & Levine, S. (2011). Strengthening Africa’s contributions to child development research: Overview and ways forward. Child Development Perspectives.
Garcia, M. & Pence, A.R. (2010). Developing an international network to support early childhood education, care and development: Results from experiences in Africa. Journal of International Cooperation in Education.
Pence, A.R. & Marfo, K. (2008). Early childhood development in Africa: Interrogating constraints of prevailing knowledge bases. International Journal of Psychology, 1-10.
Pence, A. and Nsamenang, B. (2008) A case for early childhood development in sub-Saharan Africa. Working Paper No. 51. The Hague, The Netherlands: Bernard van Leer Foundation.
Pence, A.R., with Habtom, A. & Chalamanda, F. (2007). Promoting capacity in ECD – and beyond: Complementary strategies and the evolution of the ECDVU in Africa. In M. Garcia, A.R. Pence and J.L. Evans (Eds.), Africa’s Future – Africa’s Challenge.
Pence, A. & Hix-Small, H. (2007). Global children in the shadow of the global child. International Journal of Educational Policy, Research and Practice, 8(1), pp. 83-100.
Pence, A.R. (2007). ECD and e-learning in Africa: The Early Childhood Development Virtual University program (ECDVU). E-Learning.
Schafer, J. and Pence, A.R. (2006). Exploring and promoting the value of indigenous knowledge in early childhood development in Africa. Journal of International Development, 2(3), pp. 1-17.
Pence, A.R. (2005). Worlds of ECD: Hearing and supporting other voices. In V. Pacini-Ketchabaw & A.R. Pence (Eds.), Canadian Early Childhood Education: Broadening and Deepening. Ottawa: Canadian Childcare Federation.
Schacter, L., Pence, A.R., Zuckernick, A., & Roberts, J. (2005). Distance learning in Africa: From brain drain to brain gain. In M. Beaudoin (Ed.) Perspectives on the future of higher education in the digital age. Hauppauge N.Y.: Nova Science Publishers.
Pence, A.R. (2004). ECD policy development and implementation in Africa. UNESCO Early Childhood and Family Policy Series, #9. Paris: UNESCO.
Evans, J.L. & Pence, A.R. (2004). The Early Childhood Development Virtual University. Coordinators Notebook, 28, pp. 46-47.
Jackson, L. & Pence, A. (2003). Building ECD leadership in Africa. Interaction, 17(3), pp. 30-31.
ECDVU Informational Resources
Pence, A. (2004). ECDVU: Leadership Promotion Capacity Building, Network Enhancement. Victoria: ECDVU, UVic.
Pence, A. (2000). Early Childhood Development: Capacity Building in Africa. Introducing the Early Childhood Development Virtual University. Victoria: ECDVU, UVic.
Reports
For reports and evaluations relating to the Early Childhood Development Virtual University (ECDVU), please visit the ECDVU website at www.ecdvu.org.
INDIGENOUS
Books and Special Issues of Journals
Pence, A., Rodriguez, C., Greenwood, M., & Pacini-Ketchabaw, V. (Eds.). (2007). Indigenous approaches to early childhood care and education [Special Issue]. Canadian Journal of Native Education, 30(1).
Ball, J. & Pence, A. (2006). Supporting Indigenous children’s development. Vancouver, BC: UBC Press.
Book Chapters and Journal Articles
Pence, A., Anglin, J., & Hunt-Jinnouchi, F. (2010). Institutional engagement with Indigenous communities: The First Nations Partnership Programs and the use of a borderland space. Ngoonjook: A Journal of Australian and Indigenous Issues. Batchelor Press.
Pacini-Ketchabaw, V. & Pence, A. (2010). The postmodern curriculum: Making space for historically and politically situated understanding. Australian Journal of Early Childhood.
Fasoli, L., Ober, R., Fraser, J., Fralwy, J., White, N., D’Arbon, T., Ralph, K., Ottmann, J., Bunda, T., Miller, J., Different Cloud, L.J., & Pence, A. (2009). Exploring an institutional leadership paradigm for Indigenous staff and students. Journal of Australian Indigenous Issues, 12(1-4): 269-277.
Pence, A. (Ed.) (2008). Introduction: Issues in Diversity and Social Equity in Early Childhood (Special Issue). Contemporary Issues in Early Childhood, 9(3).
Pence, A. (2007). Creating space for innovation: Responsive program development in the borderlands of tertiary education. Canadian Journal of Native Education, 30(1), pp. 176-188.
Ball, J. & Pence, A. (2002). The generative curriculum model: A bicultural community-based approach to building capacity for early childhood care and development in indigenous communities in Canada. In K. Boven & J. Morohashi (Eds.), Best practices using indigenous knowledge (pp. 198-217). The Hague, The Netherlands: Nuffic; Paris, France: UNESCO/MOST.
Ball, J., Pence, A., Pierre, M., & Kuehne, V. (2002). Intergenerational teaching and learning in Canadian First Nations Partnership Programs. In M. Kaplan, N. Henkin & A. Kusano (Eds.), Linking lifetimes: A global view of intergenerational exchange (pp. 83-100). New York: United Press of America, Inc.
Ball, J. & Pence, A. (2002). A generative curriculum model for supporting child care and development programs in First Nations communities. Journal of Speech-Language Pathology and Audiology, 25(2), pp. 114-124.
Ball, J., Leo, C., & Pierre, M. (2001). From the inside out: A profile of Mount Currie First Nation aboriginal child and youth care program. Interaction, 15(1): 25-27.
Ball, J. & Pence, A. (2001). Constructing knowledge and training curricula about early childhood care and development in Canadian aboriginal communities. Toronto, ON: Caledon Institute of Social Policy.
Ball, J. & Pence, A. (2001). Training in First Nations communities: Five secrets of success. Interaction, 15(1): 19-24.
Pence, A. (2001). Through the looking glass: Cross-cultural early childhood education. Every Child (Australian Early Childhood Association, 7(3) pp. 8-9.
Ball, J. & Pence, A. (2000). A post-modernist approach to culturally grounded training in early childhood care and development. Australian Journal of Early Childhood, 25(1): 21-25.
Ball, J., Definney, S., & Pence, A. (1999). Evaluation of community involving ECCD training in seven First Nations communities. In E. Lowe (Ed.), Linking research to practice: Second Canadian forum (pp. 188-193) . Ottawa, ON: Canadian Child Care Federation and Canadian School Boards Association.
Ball, J. & Pence, A.R. (1999, March). Beyond developmentally appropriate practice: Developing community and culturally appropriate practice. Young Children, 46-50.
Ball, J. & Pence, A. (1999). Promoting healthy environments for children and youth through participatory, bicultural, community-based training partnerships. Notos: Intercultural and Second Language Council Journal, 1(1): 26-33.
Ball, J., Pierre, M. & Pence, A. (1999). Community development through community-based, bicultural partnerships in ECCE-CYC using a generative curriculum model. In J. Whitehead & G. Huot (Eds.). Linking research to practice: “ A Canadian forum (pp. 73-76). Toronto, ON: M.O.M. Printing.
Pence, A.R. (1999). “It takes a village…”, and new roads to get there. In D. Keating & C. Hertzman (Eds.), Developmental health as the wealth of nations (pp. 322-336). New York, NY: Guilford Press.
Pence, A. (1999). Professionalism in a post-modern era: Thoughts on early childhood education. In Research Connections Canada (2): Supporting children and families (pp.91-101). Ottawa, ON: Canadian Child Care Federation.
Pence, A.R. & Ball, J. (1999). Two sides of an eagle’s feather: Co-constructing ECCD training curricula in university partnerships with Canadian First Nations communities. In H. Penn (Ed.), Theory, policy and practice in early childhood services (pp. 36-47). Buckingham, UK: Open University Press.
Pence, A.R. (1998). Reconceptualizing ECCD in the majority world: One minority world perspective. International Journal of Early Childhood, 30(2), pp. 19-30.
Pence, A.R. (1998). On knowing the place: Reflections on understanding quality care. Canadian Journal for Research in Early Childhood Education.
Pence, A.R. & McCallum (1994). Developing cross-cultural partnerships: Implications for child care quality research and practice. In P. Moss & A. Pence (Eds.), Valuing Quality in Early Childhood Services: New approaches to defining quality (pp. 108-122). New York, NY: Teachers College Press.
Pence, A.R., Kuehne, V., Greenwood-Church, M. & Opekokew, M.R. (1993). Generative curriculum: A model of University and First Nations cooperative post-secondary education. International Journal of Educational Development, 13(4), pp. 339-349.
Pence, A., Kuehne, V., Greenwood-Church, M., Opekokew, M.R., Mulligan, V. (1992). First Nations Early Childhood Care and Education: The Meadow Lake Tribal Council/School of Child and Youth Care Curriculum Development Project . Multiculturalism / Multiculturalisme, 14(2), 15-17.
Reports
For reports and evaluations relating to the First Nations Partnership Programs, please visit the FNPP website at www.fnpp.org.