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Visual Pedagogies for the Early Years
Presence, Potential, and Possibility
Series:
Visual pedagogies are ubiquitous in the early years, but their fundamental role in shaping the way learners are represented has yet to be seen. This book invites readers to re-view the possibilities by asking âwhat isâ, 'what ifâ and âwhat could beâ. You will be taken on a journey that potentiates the present and possibilises the future â bringing critical insights into view. It will transform your pedagogy and alter forever the way you look at young learners and, indeed, learning itself.
Contributors are: Amelia Ruscoe, Francisco Rengifo-Herrera, Sarah Probine, Gai Lindsay, Rachel Denee, Juhy Paily, Melanie Audier, Dean Sutherland,âAlicja Renata Sadownik, Zacharias Andreadakis, Geraldine Burke, Andrea Delaune, Rebecca Hopkins, Karoline Jørgensen, Ingrid Midteide Løkken, Rene Novak, Heide Lukosch.
Contributors are: Amelia Ruscoe, Francisco Rengifo-Herrera, Sarah Probine, Gai Lindsay, Rachel Denee, Juhy Paily, Melanie Audier, Dean Sutherland,âAlicja Renata Sadownik, Zacharias Andreadakis, Geraldine Burke, Andrea Delaune, Rebecca Hopkins, Karoline Jørgensen, Ingrid Midteide Løkken, Rene Novak, Heide Lukosch.
E. Jayne White, Ph.D., Te Whare WÄnanga o Waitaha - University of Canterbury, professor at the university, has a longstanding interest in visual pedagogies. As founding member, past president, and fellow of the Association for Visual Pedagogies, she activated a research agenda that gives priority to âthe work of the eye/Iâ. In her role as editor-in-chief (2018â2024) of the Video Journal of Education and Pedagogy, she pioneered a parallel movement that legitimised visual scholarship in publication. She now holds the position of editor-in-chief of the International Journal of Early Childhood, where she actively promotes research that opens our eyes to the early years.
Fiona Westbrook, Ph.D., Te WÄnanga Aronui o TÄmaki Makau Rau - Auckland University of Technology, is a senior lecturer at the university. She explores the intersection of political dialogues and visual pedagogies within the early years. Drawing on Mikhail Bakhtinâs dialogic philosophy, Fiona investigates how teachers employ visual elements, artefacts, videos, memes, GIFs, emojis, and TikToks, to express and shape their narratives and political ideologies. In addition, Fiona serves as vice-president of and executive committee member for the Association for Visual Pedagogies, work that includes overseeing the communications and newsletter portfolio. She is also the current Editor-in-Chief of the society's Video Journal of Educational Pedagogy (VJEP).
Gloria Quiñones, Monash University, Ph.D, Monash University, is an associate professor at the university. Gloriaâs research work within the universityâs Faculty of Education focuses on emotions, wellbeing, and sustainability in early childhood education and care (ECEC), with particular emphasis on affective and play-based pedagogies that support young childrenâs learning, teacher wellbeing, peer relationships, and parenting practices. Her recent work explored the wellbeing of both young children and teachers, as well as pedagogical approaches to engaging with climate and weather in early childhood settings, thus fostering environmental awareness from the earliest years. Gloria is also a co-editor of the Video Journal of Education and Pedagogy (VJEP), where she promotes visual pedagogies as a meaningful approach to deepening understanding of teaching and learning.
Siri Sollied Madsen, Ph.D, UiT the Arctic University of Norway, is a professor at the university. Siri has a PhD in pedagogy and a special research interest in educational technology and professional digital competence in educational settings, spanning early childhood education to higher education. In keeping with her field of research, she also serves as a subject editor for the journal Nordic Early Childhood Educational Research and is an active researcher in KINDknow, the Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures. Besides her research activities, she is a distinguished educator and doctoral coordinator at UiTâs Department of Education, where she primarily teaches subjects for the early childhood teacher programme and masterâs programme in pedagogy. Through her teaching and research, she seeks to strengthen the connection between theory, practice, and policy in the field of early childhood education.
Fiona Westbrook, Ph.D., Te WÄnanga Aronui o TÄmaki Makau Rau - Auckland University of Technology, is a senior lecturer at the university. She explores the intersection of political dialogues and visual pedagogies within the early years. Drawing on Mikhail Bakhtinâs dialogic philosophy, Fiona investigates how teachers employ visual elements, artefacts, videos, memes, GIFs, emojis, and TikToks, to express and shape their narratives and political ideologies. In addition, Fiona serves as vice-president of and executive committee member for the Association for Visual Pedagogies, work that includes overseeing the communications and newsletter portfolio. She is also the current Editor-in-Chief of the society's Video Journal of Educational Pedagogy (VJEP).
Gloria Quiñones, Monash University, Ph.D, Monash University, is an associate professor at the university. Gloriaâs research work within the universityâs Faculty of Education focuses on emotions, wellbeing, and sustainability in early childhood education and care (ECEC), with particular emphasis on affective and play-based pedagogies that support young childrenâs learning, teacher wellbeing, peer relationships, and parenting practices. Her recent work explored the wellbeing of both young children and teachers, as well as pedagogical approaches to engaging with climate and weather in early childhood settings, thus fostering environmental awareness from the earliest years. Gloria is also a co-editor of the Video Journal of Education and Pedagogy (VJEP), where she promotes visual pedagogies as a meaningful approach to deepening understanding of teaching and learning.
Siri Sollied Madsen, Ph.D, UiT the Arctic University of Norway, is a professor at the university. Siri has a PhD in pedagogy and a special research interest in educational technology and professional digital competence in educational settings, spanning early childhood education to higher education. In keeping with her field of research, she also serves as a subject editor for the journal Nordic Early Childhood Educational Research and is an active researcher in KINDknow, the Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures. Besides her research activities, she is a distinguished educator and doctoral coordinator at UiTâs Department of Education, where she primarily teaches subjects for the early childhood teacher programme and masterâs programme in pedagogy. Through her teaching and research, she seeks to strengthen the connection between theory, practice, and policy in the field of early childhood education.
This book is especially relevant for early years practitioners/teachers/educators/caregivers. It will also be of interest to any scholars who work, or aspire to work, in the field of visual pedagogies. This might include transdisciplinary scholars and practitioners across art, graphic design, media and digital forms of teaching and learning. All educational institutions â schools, ECE services, as well as Universities, Polytechs and training providers â will find it of interest.