<\/p>\n
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\u00a0Valuing Quality<\/em> (1994) and\u00a0Beyond Quality\u00a0<\/em>(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<\/a> and www.ecdinafrica.org<\/a>).<\/p>\n Minority World focused publications follow immediately below, and Majority World publications follow those with two topic areas:\u00a0 Africa and Indigenous.<\/p>\n <\/p>\n MINORITY WORLD PUBLICATIONS<\/span><\/b><\/p>\n Books and Special Issues of Journals<\/strong><\/span><\/p>\n Pence, A. & Harvell, J. (Eds.) 2019.\u00a0Pedagogies for diverse contexts.\u00a0<\/em>London: Routledge.<\/p>\n Taylor, A. & Pacini-Ketchabaw, V. (2018).\u00a0The common worlds of children and animals: Relational ethics for entangled lives.\u00a0<\/em>London: Routledge.<\/p>\n Pacini-Ketchabaw, V., Kind, S. & Kocher, L.M. (2017). Encounters with materials in early childhood education. London: Routledge.<\/p>\n Pacini-Ketchabaw, V. & Skott-Myhre, K. (Eds.) (2016). Youth work, early education and psychology: Liminal encounters.\u00a0<\/em> London: Palgrave.<\/p>\n Pacini-Ketchabaw, V. & Taylor, A. (Eds.) (2015).\u00a0Unsettling the colonial places and spaces of early childhood education. <\/em>London: Routledge.<\/p>\n Pacini-Ketchabaw, V. (2014).\u00a0Journeys: Reconceptualizing early childhood practices through pedagogical narration.\u00a0<\/em>Toronto: University of Toronto Press.<\/p>\n Pence, A. & White, J. (Eds.) (2011). Child and youth care: Critical perspectives in policy, practice and pedagogy<\/em>.<\/p>\n Pacini-Ketchabaw, V. (Ed.) (2010). Flows, rhythms, and intensities of early childhood education curriculum.<\/em> New York: Peter Lang.<\/p>\n Pence, A. (Ed.) (2008). Issues in Diversity and Social Equity in Early Childhood [Special Issue]. Contemporary Issues in Early Childhood, 9(3).<\/p>\n Dahlberg, G., Moss, P., & Pence, A. (2007, 2nd ed.). Beyond quality in early childhood education: Languages of evaluation. London: Routledge\/Falmer Press.<\/p>\n Pacini-Ketchabaw, V. & Pence, A. (Eds.). (2005). Canadian early childhood education: Broadening and deepening discussions of quality.<\/em> Ottawa, ON: Canadian Child Care Federation.<\/p>\n Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education: Postmodern perspectives<\/em>. London & Philadelphia: Falmer Press.<\/p>\n Moss, P., & Pence, P. (Eds.). (1994). Valuing quality in early childhood services: New approaches to defining quality. New York: Teachers College Press.<\/p>\n <\/p>\n Book Chapters and Articles<\/strong><\/span><\/p>\n Pence, A. (2021).\u00a0Going Beyond: Implementing “Beyond Quality” through the Investigating Quality (IQ) Project<\/a>. Journal of Research in Childhood Education<\/em>. New York: Routledge 35 (3) 520-533,<\/span>\u00a0DOI:\u00a010.1080\/02568543.2021.1930823<\/span><\/p>\n Blaise, M. & Pacini-Ketchabaw, V. (2019). Enacting feminist materialist movement pedagogies in the early years<\/a>. In J. Osgood & K. Robinson (Ed.). Feminists researching gendered childhoods: Generative entanglements. (pp. 109-120) <\/em>London UK: Bloomsbury Publishing.<\/p>\n 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.\u00a0<\/em> Montreal: McGill Queens Press.<\/p>\n 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, <\/em>6(1),43-63.<\/p>\n Nxumalo, F. & Pacini-Ketchabaw, V. (2017). ‘Staying with the trouble’ in child-insect-educator common worlds. Environmental Education Research, 23(10), 1414-1426.<\/p>\n Taylor, A. & Pacini-Ketchabaw, V. (2017). Kids, raccoons, and roos: Awkward encounters and mixed affects. Children\u2019s Geographies, 15(2), 131-145.<\/p>\n 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\u2019s International Early Learning Study: Opening for debate and contestation. Contemporary Issues in Early Childhood, Vol 17(3). 343-351.<\/p>\n Pacini-Ketchabaw, V. Taylor, A. & Blaise, M. (2016) \u2018De-centring the human in multispecies ethnographies\u2019. In C. Taylor & C. Hughes (Eds.) Posthuman Research Practices in Education, Hampshire: Palgrave Macmillan.<\/p>\n Pacini-Ketchabaw, V. & Taylor, A. (2016). Common world childhoods. Oxford Bibliographies in Childhood Studies. DNI: 10.1093\/OBO\/9780199791231-0174.<\/p>\n Pacini-Ketchabaw, V., & Kummen, K. (2016). Shifting temporal frames in children\u2019s common worlds in the Anthropocene. Contemporary Issues in Early Childhood, 17(4), 431\u2013441.<\/p>\n Pacini-Ketchabaw, V., & Clark, V. (2016). Following watery relations in early childhood pedagogies. Journal of Early Childhood Research,14(1), 98\u2013111.<\/p>\n Taylor, A. & Pacini-Ketchabaw, V. (2015) \u2018Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies\u2019 in V. Pacini-Ketchabaw & A. Taylor (Eds.), Unsettling the Colonialist Places and Spaces of Early Childhood Education, New York: Routledge.<\/p>\n Pacini-Ketchabaw, V. & Taylor, A. (2015) \u2018Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands\u2019 in V. Pacini-Ketchabaw & A. Taylor (Eds.), Unsettling the Colonialist Places and Spaces of Early Childhood Education, New York: Routledge.<\/p>\n 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.<\/p>\n 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.<\/p>\n Pacini-Ketchabaw, V. & Nxumalo, F. (2015). Unruly raccoons and troubled educators: Nature\/culture divides in a childcare centre. Environmental Humanities, 7, 151-168.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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\u2014A reader (pp. 131-142). New York: Peter Lang.<\/p>\n 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.<\/p>\n Pacini-Ketchabaw, V., di Tomasso, L., & Nxumalo, F. (2014). Bear-child stories in late liberal colonialist spaces of childhood. Canadian Children, 38(3), 26\u201355.<\/p>\n 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.<\/p>\n Pacini-Ketchabaw, V., & Clark, V. (2014). Following watery relations in early childhood pedagogies. Journal of Early Childhood Research.<\/p>\n 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.<\/p>\n 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\u201326). New York, NY: Palgrave Macmillan.<\/p>\n Pacini-Ketchabaw, V. (2013). Frictions in forest pedagogies: Common worlds in settler colonial spaces. Global Studies of Childhood, 4(1), 355\u2013365.<\/p>\n Pacini-Ketchabaw, V. (2013). Politicizing transitions in early childhood. Global Studies of Childhood, 3(3), 221\u2013229.<\/p>\n Pacini-Ketchabaw, V. (2012). Acting with the clock: Clocking practices in early childhood. Contemporary Issues in Early Childhood, 13(2), 154-160.<\/p>\n Pacini-Ketchabaw, V. (2012). Postcolonial entanglements: Unruling stories. Child & Youth Services, 33, 313-316.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n Pence, A. (2008). Introduction to journal. Contemporary Issues in Early Childhood, 9 (3), 189-190. 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.<\/p>\n 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.<\/p>\n Pence, A., & Pacini-Ketchabaw, V. (2007). Innovative approaches in early childhood education: An international dialogue. Interaction, 20(4), 24.<\/p>\n Pacini-Ketchabaw, G., Elliot, E., & Berikoff, A. (2007). Reflections on meaning making with early childhood educators. Interaction, 20(4), 29-30.<\/p>\n Pence, A. (2006). Seeking the other 99 languages of ECE: A keynote address by Alan Pence. Interaction, 29 (3), 28-29.<\/p>\n Pence, A., & Pacini-Ketchabaw, V. (2006). The Investigating Quality Project: Challenges and possibilities for Canada. Interaction, 20(3), 11-13.<\/p>\n 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.<\/p>\n Reports and Newsletters<\/strong> <\/p>\n MAJORITY WORLD PUBLICATIONS<\/b><\/p>\n AFRICA<\/strong><\/p>\n Books and Special Issues of Journals<\/strong><\/span><\/p>\n Pence, A., Makokoro, P., Banu Ebrahim, H. & Barry, O. (Eds.) (2023).\u00a0Sankofa: appreciating the past in planning the future of early childhood education, care and development in Africa<\/a>. Paris: UNESCO.<\/p>\n Pence, A. & Harvell, J. (Eds.). (2019). Pedagogies for diverse contexts. London: Routledge.<\/p>\n Pence, A. & Benner, A. (2015). Complexities, capacities, communities: Changing development narratives in early childhood education, care and development. Victoria: Univ. of Victoria.<\/p>\n Garcia, M., Pence, A,. & Evans, J.L. (Eds.). (2008). Africa\u2019s future: Africa\u2019s challenge \u2013 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.)<\/p>\n 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).<\/p>\n <\/p>\n Book Chapters and Articles<\/strong><\/span><\/p>\n Pence, A. & Skerrett, M. (2019).Indigenous knowledges, Early Childhood Sociocultural Contexts<\/a>, in Encyclopedia of Teacher Education.<\/em> New Delhi: Springer.<\/p>\n Pence, A. (2019). Staying power: Remembering A. Bame Nsamenang, in <\/span>Journal of Psychology in Africa.<\/em> (29) 4,<\/span> pp 328-334,<\/span><\/p>\n 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.<\/em> New York: Routledge.<\/p>\n 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 ).<\/p>\n 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. <\/em>London: The British Council. (pp ).<\/p>\n 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.<\/em> Thousand Oaks, CA: Sage Publications, pp. 380-387.<\/p>\n 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.<\/span><\/em><\/p>\n Pence, A. (2013). Voices less heard.\u00a0 Handbook of Early Childhood Development Research and its Impact on Global Policy<\/em>. Paris: UNESCO, pp 161-182.<\/span><\/p>\n Benner, A. & Pence, A. (2013). From e- to m-Learning: feasibility for an African-delivered tertiary program. E-Learning and Digital Media<\/em>, 10 <\/em>(1), pp 13-21.<\/span><\/p>\n Pence, A.R. (2011). Strengthening Africa’s contributions to early childhood education, care and development research: Historical, conceptual and structural challenges. Child Development Perspectives<\/em>.<\/span><\/p>\n 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<\/em>.<\/span><\/p>\n 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<\/em>.<\/span><\/p>\n Pence, A.R. & Marfo, K. (2008). Early childhood development in Africa: Interrogating constraints of prevailing knowledge bases. International Journal of Psychology<\/em>, 1-10.<\/span><\/p>\n 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.<\/span><\/p>\n 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<\/em>.<\/span><\/p>\n Pence, A. & Hix-Small, H. (2007). Global children in the shadow of the global child<\/a>. International Journal of Educational Policy, Research and Practice<\/em>, 8<\/em>(1), pp. 83-100.<\/span><\/p>\n Pence, A.R. (2007). ECD and e-learning in Africa: The Early Childhood Development Virtual University program (ECDVU). E-Learning<\/em>.<\/span><\/p>\n 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<\/em>, 2<\/em>(3), pp. 1-17.<\/span><\/p>\n 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<\/em>. Ottawa: Canadian Childcare Federation.<\/span><\/p>\n 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<\/em>. Hauppauge N.Y.: Nova Science Publishers.<\/span><\/p>\n Pence, A.R. (2004). ECD policy development and implementation in Africa. UNESCO Early Childhood and Family Policy Series, #9.<\/em> Paris: UNESCO.<\/span><\/p>\n Evans, J.L. & Pence, A.R. (2004). The Early Childhood Development Virtual University. Coordinators Notebook<\/em>, 28<\/em>, pp. 46-47.<\/span><\/p>\n
\nPence, 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.<\/p>\n
\nIQ Project Summary (Spring 2012)
\nPedagogical Connections, Issue 7, Spring 2011
\nPedagogical Connections, Issue 6, Fall 2010
\nPedagogical Connections, Issue 5, Fall 2009
\nPedagogical Connections, Issue 4, Spring 2009
\nPedagogical Connections, Issue 3, Winter 2009
\nPedagogical Connections, Issue 2, Fall 2008
\nPedagogical Connections, Issue 1, Summer 2008<\/p>\n