{"id":180,"date":"2019-09-20T19:01:28","date_gmt":"2019-09-20T19:01:28","guid":{"rendered":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/?page_id=180"},"modified":"2020-11-05T21:50:08","modified_gmt":"2020-11-05T21:50:08","slug":"publications","status":"publish","type":"page","link":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

2020<\/h3>\n

2019<\/strong><\/h3>\n

Hamm, C., Land, N., Yazbeck, S., Danis, I., & Brown, M. (in press). Doing pedagogical intentions with\u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/span>facetiming common worlds (and Donna Haraway). Global Studies of Childhood<\/em>.<\/p>\n

Hodgins, B.D. (2019). Caring: Method as affect, obligation and action. In B.D. Hodgins (Ed.) Feminist research for 21st<\/span>-century childhoods: Common worlds methods<\/em> <\/a>(pp. 171-178). London, England:\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Bloomsbury.<\/p>\n

Hodgins, B.D. (2019). Gender and care with young children: A feminist material approach to early childhood education<\/a>.<\/em> New York, NY: Routledge.<\/p>\n

Hodgins, B.D., Yazbeck, S., & Wapenaar, K. (2019). Enacting twenty first-century early childhood\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 education: Curriculum as caring. In R. Langford (Ed.) Theorizing feminist ethics of care in early <\/span>childhood practice: Possibilities and danger<\/span>s<\/em><\/a> (pp. 203-225). London, England: Bloomsbury.<\/p>\n

Land, N. (2019). Muscling: Doing physiologies with pedagogies in education research. In B.D.<\/span><\/p>\n

Hodgins (Ed.) Feminist research for 21st<\/span>-century childhoods: Common worlds methods<\/em><\/a> (pp. 73-81).\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0London, England: Bloomsbury.<\/p>\n

Land, N., Hamm, C., Yazbeck, S., Danis, I., Brown, M., & Nelson, N. (2019). Facetiming common <\/span>worlds: Exchanging digital place stories and crafting pedagogical contact zones<\/a>. Children\u2019s Geographies<\/em>, 15(2), 131-145.<\/p>\n

Nelson, N. (2019). Tracking: Cultivating the \u201carts of awareness\u201d in early childhood. In B.D. Hodgins <\/span>(Ed.) Feminist research for 21st<\/span>-century childhoods: Common worlds methods<\/em> (pp. 101-110). London, England: Bloomsbury.<\/p>\n

Nelson, N., & Hodgins, D. (forthcoming). Unruly voices: Growing climate action pedagogies with trees and children. In S. Elliot, Davis, J. & E. \u00c4rlemalm-Hags\u00e9r, (Eds.) Researching early childhood education for sustainability: Challenging assumptions and orthodoxies<\/em> (2nd <\/span>ed.).<\/p>\n

Nelson, N., Hodgins, B.D., & Danis, I. (2019). Rethinking approaches to sustainability in early childhood: Common worlding practices. Nordic Studies in Science Education (NORDiNA), 15(4), 419-432.<\/em><\/p>\n

Yazbeck, SL, Danis, I., & Nelson, N. (2019, March 25). What happens when pedagogies and root problems collide? [Blog post]. Retrieved from http:\/\/commonworlds.net\/what-happens-when-pedagogies-and-root-problems-collide\/<\/p>\n

Yazbeck, SL, Danis, I., & Nelson, N. (2019, April 6). When pedagogies and root problems collide? [Blog\u00a0 post]. Retrieved from: http:\/\/trees.climateactionchildhood.net\/index.php\/blog\/<\/a><\/p>\n

2018<\/strong><\/h3>\n

Haro Woods, Nelson, N., Yazbeck, SL, Danis, I., Elliott, D., Wilson, J., Payjack, J., Pickup, A. (2018). With(in) the forest: (re)conceptualizing pedagogies of care<\/a>.\u00a0Journal of Childhood Studies, <\/em>43(1), 44-59.<\/p>\n

Nelson, N. (2018). Common worlding pedagogies: Cultivating the \u2018arts of awareness\u2019 with tracking, compost and death<\/a>. (Master\u2019s thesis). University of Victoria, BC, Canada.<\/p>\n

Nelson, N. (2018). Rats, death, and Anthropocene relations in urban Canadian childhoods. In A.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/span>Cutter-Mackenzie, K. Malone, & E. Barratt Hacking, (Eds) International research handbook on childhood nature: Assemblages of childhood and nature<\/em> <\/a>(pp. 1-23). New York, NY: Springer. doi:10.1007\/978-3-319-51949-4_45-1<\/p>\n

Nxumalo, F., Delgado, C., & Nelson, N. (2018). Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum<\/a>. Curriculum Inquiry<\/em>, 48(4), 433-453. doi:10.1080\/03626784.2018.1522930<\/p>\n

Nelson, N., Pacini-Ketchabaw, V., & Nxumalo, F. (2018). Rethinking nature-based approached in early childhood education: Common worlding practices<\/a>. Journal of Childhood Studies<\/em>, 43(1), 4-14.<\/p>\n

Wapenaar, K., & DeSchutter, A. <\/span>(2018). Becoming garden<\/a>. Journal of Childhood Studies<\/em>, 43(1), 81-86.<\/p>\n

2017<\/strong><\/h3>\n

Hodgins, B.D., Thompson, D., & Kummen, K. (2017). Weavings, walks and wonderings: Stories of the\u00a0 \u00a0 \u00a0 \u00a0 \u00a0liveliness of pedagogical narrations. In A. Fleet, C. Patterson, & J. Robertson (Eds.) Pedagogical documentation in early years practice<\/em><\/a> (pp. 193-206). Thousand Oaks, CA: SAGE.<\/p>\n

Land, N. (2017). Fat(s), muscle(s), movement(s) and physiologies in early childhood<\/a>. Doctoral\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 dissertation, University of Victoria, Victoria, Canada.<\/p>\n

2016<\/strong><\/h3>\n

Hodgins, B.D. (2016). Hope and possibilities with\/in car(e) pedagogies. In H. Skott-Myhre, V. Pacini-Ketchabaw, & K. Skott-Myhre (Eds.) Youth work, early education, and psychology: Liminal encounters<\/em><\/a> (pp. 113-130). New York, NY: Palgrave Macmillan.<\/p>\n

Land, N. (2016). Thinking with fat: Possibilities for relating with and interrogating fat(s) in early childhood. Presented at Centre for the Study of Childhood and Youth 6th International Conference: The Social, the Biological and the Material Child. Sheffield, United Kingdom.<\/p>\n

Land, N., & Danis, I. (2016). Movement\/ing provocations in early childhood education<\/a>. Journal of Childhood Studies<\/em>, 41(3), 26-37.<\/p>\n

Nelson, N. (March 20, 2016). Vibrant matter(s): Figuring death within early childhood practices. [Blog post]. Retrieved from <\/span>https:\/\/commonworldingwithchildren.com<\/p>\n

Pacini-Ketchabaw, V., & Clark, V. (2016). Following watery relations in early childhood pedagogies<\/a>. Journal of Early Childhood Research<\/em>, 14(1), 98-111.<\/p>\n

Pacini-Ketchabaw, V., Kind, S., & Kocher, L. (2016). Encounters with materials in early childhood education<\/em><\/a>. New York, NY: Routledge.<\/p>\n

Pacini-Ketchabaw, V., & Kummen, K. (2016). Shifting temporal frames in children\u2019s common worlds in the Anthropocene<\/a>. Contemporary Issues in Early Childhood<\/em>, 17(4), 431-441.<\/p>\n

2015<\/strong><\/p>\n

Hodgins, B. D. (2015). Wandering with waste: Pedagogical wonderings about intergenerational ecological justice-to-come<\/a>. Canadian Children<\/em>, 40(2), 89\u2013101.<\/p>\n

Nelson, N., Coon, E., & Chadwick, A. (2015). Engaging with the messiness of place: Exploring animal relations, traditional hide, and drum<\/a>. Canadian Children<\/em>, 40(2), 43\u201356.<\/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<\/a>. In V. Pacini-Ketchabaw and A. Taylor (eds.) Unsettling the colonialist places and spaces of early childhood education<\/em>. New York: Routledge.<\/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<\/a>. Pedagogy, Culture and Society<\/em>, 23(4), 1-21<\/p>\n

Yazbeck, S., & Danis, I. (2015). Entangled frictions with place as assemblage<\/a>. Canadian Children<\/em>, 40(2), 22\u201332.<\/p>\n

2014<\/strong><\/p>\n

Clark, V., & Elliott, D. (2014). Seeking the otherwise: Attending the complexities of listening<\/a>. Journal of Childhood Studies<\/em>, 39(3), 58-63.<\/p>\n

Clark, V., & Nelson, N. (2014). Thinking with paint and water: An interview with Terry Wilson, Deanna Elliott, Diana Foreland, and Teresa Dixon<\/a>. International Journal of Child, Youth, and Family Studies<\/em>, 5(4.2), 854\u2013864.<\/p>\n

Clark, V., Pacini-Ketchabaw, V., & Hodgins, B.D. (2014). Thinking with paint: Troubling settler colonialisms through early childhood art pedagogies<\/a>. International Journal of Child, Youth and Family Studies<\/em>, 5 (4.2), 751-781.<\/p>\n

Hodgins, B.D. (2014). Playing with dolls: (Re)storying gendered caring pedagogies. International Journal of Child Youth and Family Studies<\/em>, 5(4.2), 782-807.<\/p>\n

Hodgins, B. D. (2014). (Re)Storying dolls and cars: Gender and care with young children<\/a>. Doctoral dissertation, University of Victoria, Victoria, Canada.<\/p>\n

Ke, X. (2014a). Providing safe activity space for children: Indoor and outdoor safety. Shanghai Nursery and Preschool Journal<\/em>, 1\/2, 68-71.<\/p>\n

Ke, X. (2014b). Managing illness and medicine in preschools. Shanghai Nursery and Preschool Journal<\/em>, 3, 46-47.<\/p>\n

Ke, X. (2014c). Earthquake and fire preparedness in preschools. Shanghai Nursery and Preschool Journal<\/em>, 4, 46-47.<\/p>\n

Ke, X. (2014d). Helping new preschoolers build a sense of security through interaction. Shanghai Nursery and Preschool Journal<\/em>, 12, 42-43.<\/p>\n

2013<\/strong><\/p>\n

Elliott, D., & Yazbeck, S. (2013). Navigating change through wonder and dialogue. 34-41 In R. Langford & A. Di Santo (Eds.), Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges<\/em> (pp. 34-41). Retrieved from http:\/\/www.ryerson.ca\/ecs\/<\/span><\/p>\n

Hodgins, B. D., Kummen, K., Pacini-Ketchabaw, V., & Thompson, D. (2013). Entangling and reconceptualizing research\/practice binaries in laboratory schools in British Columbia. In R. Langford & A. Di Santo (Eds.), Leading the way: Recognizing the role of early learning lab schools in Canadian universities and colleges<\/em> (pp. 42-48). Retrieved from http:\/\/www.ryerson.ca\/ecs\/<\/p>\n

Ke, X. (2013). Learning from nature: Canadian children\u2019s forest exploration trips. Shanghai Nursery and Preschool Journal<\/em>, 3, 42-43.<\/p>\n

Pacini-Ketchabaw, V. (2013). Frictions in forest pedagogies: Common worlds in settler colonial spaces<\/a>. Global Studies of Childhood<\/em>, 3(4), 355-365.<\/p>\n

Yazbeck, S. (2013). Movement and clay. Canadian Children<\/em>, 38(1), 47.<\/p>\n

2012<\/strong><\/p>\n

Ke, X. (2012a). The strict standards of the profession: The admission criteria for Canadian early childhood educators. Shanghai Nursery and Preschool Journal<\/em>, 9, 42-43.<\/p>\n

Ke, X. (2012b). Replacing plastic toys with natural materials: One Canadian preschool\u2019s toy reform. Shanghai Nursery and Preschool Journal<\/em>, 11, 42-43.<\/p>\n

Pacini-Ketchabaw, V. (2012a). Acting with the clock: Clocking practices in early childhood. Contemporary Issues in Early Childhood<\/em>, 1 (2), 155-161.<\/p>\n

Pacini-Ketchabaw, V. (2012b). Postcolonial entanglements: Unruling stories. Child & Youth Services<\/em>, 33(3-4), 303-316.<\/p>\n","protected":false},"excerpt":{"rendered":"

2020 2019 Hamm, C., Land, N., Yazbeck, S., Danis, I., & Brown, M. (in press). Doing pedagogical intentions with\u00a0 \u00a0 \u00a0 \u00a0 \u00a0facetiming common worlds (and Donna Haraway). Global Studies of Childhood. Hodgins, B.D. (2019). Caring: Method as affect, obligation and action. In B.D. Hodgins (Ed.) Feminist research for 21st-century childhoods: Common worlds methods (pp. … Continue reading “Publications”<\/span><\/a><\/p>\n","protected":false},"author":4411,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-180","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/wp-json\/wp\/v2\/pages\/180","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/wp-json\/wp\/v2\/users\/4411"}],"replies":[{"embeddable":true,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/wp-json\/wp\/v2\/comments?post=180"}],"version-history":[{"count":49,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/wp-json\/wp\/v2\/pages\/180\/revisions"}],"predecessor-version":[{"id":1366,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/wp-json\/wp\/v2\/pages\/180\/revisions\/1366"}],"wp:attachment":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/pedagogicalexplorations\/wp-json\/wp\/v2\/media?parent=180"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}