Unsettling the Colonial Places and Spaces of Early Childhood Education uncovers and interrogates some of the inherent colonialist tensions that are rarely acknowledged and often unwittingly rehearsed within contemporary early childhood education. Through building upon the prior postcolonial interventions of prominent early childhood scholars, Unsettling the Colonial Places and Spaces of Early Childhood Education reveals how early childhood education is implicated in the colonialist project of predominantly immigrant (post)colonial settler societies. By politicizing the silences around these specifically settler colonialist tensions, it seeks to further unsettle the innocence presumptions of early childhood education and to offer some decolonizing strategies for early childhood practitioners and scholars. Grounding their inquiries in early childhood education, the authors variously engage with postcolonial theory, place theory, feminist philosophy, the ecological humanities and indigenous onto-epistemologies.
Series Editor Introduction Introduction: Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies Affrica Taylor, University of Canberra Veronica Pacini-Ketchabaw, University of Victoria Section 1 - Unsettling Places Chapter 1: Forest Stories: Restorying Encounters with ‘Natural’ Places in Early Childhood Education Fikile Nxumalo, University of Victoria Chapter 2: Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands Veronica Pacini-Ketchabaw, University of Victoria Affrica Taylor, University of Canberra Chapter 3: The fence as technology of (post)colonial childhood in contemporary Australian Kerith Power, University of Western Sydney Margaret Somerville, University of Western Sydney Section 2 - Unsettling Spaces Chapter 4: Troubling Settlerness in Early Childhood Curriculum Development Emily Ashton, University of Victoria Chapter 5: Te Whāriki in Aotearoa New Zealand: Witnessing and Resisting Neoliberal and Neo-colonial Discourses in Early Childhood Education Marek Tesar, University of Auckland Chapter 6: Mapping Settler Colonialism and Early Childhood Art Vanessa Clark, University of Victoria Chapter 7: Teaching in the Borderlands: Stories from Texas Julia C. Persky, Texas A&M University Radhika Viruru, Texas A&M University Section 3 - Unsettling Indigenous- Non-Indigenous Relations Chapter 8: Dis-entangling? Re-entanglement? Tackling the pervasiveness of colonialism in early childhood (teacher) education in Aotearoa Jenny Ritchie, Victoria University of Wellington Chapter 9: Unsettling both-ways approaches to learning in remote Australian Aboriginal early childhood workforce training Lyn Fasoli, Bachelor Institute of Indigenous Tertiary Education Rebekah Farmer, Batchelor Institute of Indigenous Tertiary Education Chapter 10: Unsettling Yarns: Reinscribing Indigenous architectures, contemporary Dreamings and newcomer belongings on Ngunnawal country, Australia Adam Duncan, Wiradjuri Early Childhood Centre, University of Canberra Fran Dawning, ACT Education and Training Directorate Affrica Taylor, University of Canberra Chapter 11: Thinking with land, water, ice, and snow: A proposal for Inuit Nunangat pedagogy in the Canadian Arctic Mary Caroline Rowan, University of New Brunswick Notes on the Contributors Index
Veronica Pacini-Ketchabaw is Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria, Canada. Affrica Taylor is Associate Professor in Childhood Geographies and Education at the University of Canberra, Australia.
