The ECRC organises and hosts many events including seminars and conferences.
Monday, 19th June 2017
Dr Mariana Souto-Manning, Colombia University
Associate Professor and Program Coordinator of the Early Childhood Education Program at Teachers College, Columbia University. She is a former preschool and primary grades teacher and now teaches courses related to early literacy, multicultural education, and critical pedagogy.
Biography: Mariana Souto-Manning, Ph.D., is Associate Professor and Program Coordinator of the Early Childhood Education Program at Teachers College, Columbia University. She is a former preschool and primary grades teacher and now teaches courses related to early literacy, multicultural education, and critical pedagogy. She directs the QUIERE (Quality Universally-Inclusive Early Responsive Education) Project; a US DOE-funded project, which prepares teachers to work with young children with dis/abilities from low-income, immigrant, bilingual backgrounds in rich ways.
Souto-Manning is author of the award-winning book Multicultural Teaching in the Early Childhood Classroom: Tools, Strategies and Approaches (Teachers College Press, 2013). She also authored other books, including Freire, Teaching, and Learning: Culture Circles Across Contexts. From a critical perspective, her research examines the sociocultural and historical foundations of early childhood teacher education, early schooling, language development, and literacy practices in pluralistic settings. She studies how children, families, and teachers from diverse backgrounds shape and are shaped by discursive practices. Her work can be found in journals such as Linguistics and Education, International Journal of Qualitative Studies in Education, Research in the Teaching of English, English Education, and Teachers College Record. She is a recipient of a number of research awards issued by AESA, AERA, NAECTE, and NCRLL, including the AERA Division K Innovations in Research on Diversity in Teacher Education Award.
Wednesday, 10th of May, 2017
Emeritus Professor Helen May
University of Otago, NZ
'The power of the 'pen' - personal journeys - political stories: Documenting the politics of early childhood in Aotearoa-New Zealand'
Biography: Helen May trained as a primary school teacher in the mid-1960s and in her early career taught 5-6 year olds. Later, when Helen had her own children she worked in childcare and for five years was the Coordinator of the Victoria University crèche. In 1987 Helen began work in teacher education at Hamilton Teachers' College and later the University of Waikato. During the early 1990s she worked with Margaret Carr on the development of Te Whaariki, the first national curriculum guidelines for New Zealand. In 1995 Helen was appointed to the first New Zealand professorial Chair in Early Childhood Education at Victoria University Wellington. In 2005, she was appointed as Professor of Education and Head of Faculty of Education at the University of Otago, and from 2007-2011 was the Dean of the University of Otago College of Education. During 2011-2013 Helen was the Chair of the Education Panel for the Tertiary Education Commission's PBRF evaluation process and has been appointed Deputy Moderator for the upcoming PBRF round for 2015-2019. Helen retired in 2016 and was appointed an Emeritus Professor. She is currently based in Wellington.
Wednesday 3rd of May 2017
Dr Jools Page
Abstract: In recent times, there has been an increased international interest in how close attachment interactions with infants and toddlers are interpreted and enacted by early years professionals. A difficulty for those who work in early years settings is how to express the affectionate and caring behaviours which their role as loco parentis demands of them, and which infants and toddlers need in their development of healthy attachments. In this seminar, Jools will report the findings of a mixed method study which examined practitioners' views on love, care and intimacy within the English early years policy context. The scale and depth of the responses highlighted the level of concern within the early years sector about the place of love in non-familial pedagogic relationships with young children. Love is a nebulous concept and this study did not attempt to apply any universal definitions of love. Attachment Theory and Relational Ethics were used to analyse practitioner's narratives of practice which revealed two things: their beliefs about the importance of professional love and the consequences for infants and toddlers who are deprived of affection; the tensions that exist in their relationships with parents who may become jealous if they perceive the practitioner-child attachment to be 'too close' for comfort. The implications of this study suggest there is need to investigate if there are equal concerns which exist for professionals working to alternative policy frameworks in ECCE with infants and toddlers internationally.
Wednesday 5th of April 2017
Dr Sandy Farquar (University of Auckland)
'The New Zealand Early Childhood Curriculum: Problematising prescriptive policy processes'
Author Bio: Dr Sandy Farquhar is Programme Director (ECE) and Senior Lecturer in the Faculty of Education. Sandy's main research area is philosophy of early childhood education. She has published widely in the area of narrative theories, including her book, Ricoeur, identity and early childhood (2010) and two co-edited special issues of Educational Philosophy and Theory on the philosophy of early childhood (2007 and 2014).
Wednesday 8th of March 2017
Senior Lecturer - Early Childhood Studies
'Observing and Understanding Decision-making in Two-year-olds in Dialogue'
Abstract: This seminar considers how we may interpret two-year-old children's decisions made in dialogue. I present the theoretical perspectives for this interpretation. The focus is on how children may have a dialogical relational regard for others rather than an instrumental attitude. I draw on my doctoral study with a dialogical meta-theoretical framework (Linell 2009) combining theories of multi-modality (Norris 2011) and embodiment (Merleau-Ponty 2012) that value non-verbal communication and meaning-making important in the understanding of younger children. The attitude to the others involved in the children's decisions is underpinned by the ontology of Buber (1970). The findings suggest an approach to interpreting how two-year-old children make decisions with dialogical agency. The study interprets the most relevant others involved in the dialogues of children in three case studies.
Wednesday 22nd of February 2017
Senior Lecturer - Early Childhood Studies
'Uncomfortable Encounters: a critical examination of parent/educator interactions in relation to food events in two early childhood settings'
Abstract: Criticism of children's eating practices is commonplace in the UK and is enmeshed with ideas about foods considered to be 'proper' (or 'improper') as well as specific moralities about family life. On entering schools and nursery settings, family practices around food and eating become subject to the gaze of professionals, with school lunch boxes, for example, receiving particular attention in the literature in this respect. Whilst the early childhood literature is replete with writing about 'good practice' in relation to food and eating I intend in this seminar to offer a detailed and more 'critical' examination of the gendered, classed and raced encounters which occur between families and early childhood educators in relation to food with a specific focus on a private nursery and a public sector nursery class.
Wednesday 18th of January 2017
Michelle Salazar Perez
Associate Professor of Early Childhood Education
New Mexico State University
Abstract: With the dominance of global north onto-epistemologies in Early Childhood Studies, propagated by both mainstream and reconceptualist scholarship, in this lecture, I urge the field to move towards what Angela Davis terms a radical interdisciplinarity. That is, we must embrace and re-center Women of Color (and Other) marginalized perspectives in order to rethink how we approach advocating with/for minoritized youth and communities in both our research and praxis. My call for a radical interdisciplinarity inspires actions for social change and justice in a time of increasing global racism, sexism, and bigotry, that if not challenged beyond the use of the "master's tools" (Lorde, 1984) will only continue to expand and intensify.