Z Millei
Datos Biográficos
| ID | 37005 |
|---|---|
| NOMBRE | Z Millei |
| NOMBRES | Z |
| APELLIDO | Millei |
| FIRMA | MILLEI Z |
| AFILIACIONES | Tampere University |
| ORCID | 0000-0003-4681-6024 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 43 |
| TOTAL DE CITAS | 136 |
| TOTAL COMO AUTOR | 41 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
International Academics as Agents of Transformation
This article explores internationalization processes as an ongoing transformation of higher education institutions by examining a case of internationalization efforts at Tampere University (TAU) in Finland. Against the prevailing policy discourse of international “talent” which tends to instrumentalize international academics, we explore how the experiences of international academics provide a window into complicated dynamics of lived and managed…
Child Ecologies in a Microbial World
All bodies—child, animal, plant—are bodies sustained by life processes. Human as well as animal and plant bodies coexist with a multiplicity of microbial life. As symbiotic partners, human bodies are ecosystems of microbial life in a microbial world. In this way, microbes cannot simply be seen as disease-causing and human bodies as hosts of human-only life. Simplistic notions of the child as a unitary and social subject and the image of the agent…
Childhood in a bacterial world
Social, political, economic, and technological aspects of a global world and the particularities of local places shaping childhood are the scope of global studies of childhood. In this paper, I focus on environmental change from a perspective that seeks to highlight connections between industrial capitalism and children’s ecological living environments and biological life that are paid less attention to. I aim to foreground Anthropogenic Biology …
Nation, nature and childhood in five curricula
This article explores the relations between nation, nature and childhood in five early childhood education curricula in the Nordic, post-socialist and settler-colonial states with the focus on the role education plays in the face of the climate crisis. The authors identify three interconnecting themes in which nation, nature and childhood are entangled in these curricula: 1) national nature as an object of learning; 2) nature and home/birth land …
Nordic early childhood education policies and virulent nationalist trends
This article was initiated by our discomfort regarding recent policy developments in Nordic early childhood education (ECE) where previous decades’ policies on creating solidarity, equality and universal access to social welfare and promoting democratic participation are seemingly waning. While from a global perspective, these policies might seem inclusive and democratic, if understood within the context of Nordic policy frames and broader policy…
(An)Archive
What was it like growing up during the Cold War? What can childhood memories tell us about state socialism and its aftermath? How can these intimate memories complicate history and redefine possible futures? These questions are at the heart of the (An)Archive: Childhood, Memory, and the Cold War. This edited collection stems from a collaboration between academics and artists who came together to collectively remember their own experiences of grow…
Children, common bracken and cows at work
Teaching nature and nation in the Swedish mobile preschool
Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of 'good' pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural o…
Timescapes in Childhood Memories of Everyday Life During the Cold War
During the Cold War, linear and future-oriented temporalities were enforced to accelerate social transformation on both sides of the Iron Curtain. Despite efforts to control time by bracketing complex human conditions, children were routinely engaged in everyday activities that followed different rhythms. Building on Barbara Adam’s notion of timescapes and drawing on collective biography research, this article examines different temporal experien…
Childhoods and Time
This collective piece explores the philosophical, ontological, and epistemic potentials of analyzing the relations between childhood and time, proposing thought experiments and fieldwork analyses that release childhood from a linear temporality toward (modern) adulthood. Each experiment originating from the authors’ distinct scholarly positionings fractures “modern childhood” and its civilization project, built from the hegemony of linear, sequen…
Towards Earthly politics in education
Early childhood/educational environmental imaginations transmit national, global and planetary views of the world through texts, visual representations and material objects. These representations produce politics, including nationalism and globalism, and play a part in policy making as well as in how children learn to view and relate to the world. Education, however, needs a new political attractor during anthropogenic climate change that differe…
Post‐socialist geopolitical uncertainties
This article engages continuing discussions in childhood studies on (re)inserting the study of childhood into wider socio‐political matrices of power and practices. We present as a potent analytical strategy to do this work ‘child as method’, developed by one of the authors. After describing ‘child as method’, we draw on the Recollect / Reconnect project, in which scholars and artists who grew up during the last decades of the Cold War recalled t…
A genealogical study of the emergence of kindergartens in Iran
There are histories describing in detail the development of early childhood education (ECE) around the world, yet not enough is known about this in the Middle East and the information on the origins of ECE in Iran is scarce and fragmentary. This article is the first of its kind to present an overview of the main developments rendering possible the establishment of the first kindergartens in Iran. In our account, we connect this genealogy of early…
Temporalizing Childhood
This paper is a summary of the keynote panel conversation that took place as part of the “Childhood in Time”conference, May 10–12, 2021. The speakers respond to the question of how they place childhood in time relations,giving examples from their own research and outlining an agenda for considering time in childhood studies
Kun Koulu Vapautui Vankilasta (When School Broke Out of Prison)
Critiquing the use of children’s voice as a means of forging the community in a Polish democratic school
The paper examines school meetings held in a small democratic school in Poland in order to explore how school communities are formed. Drawing on Foucault’s concept of power, the authors analyse fieldnotes and interview excerpts to reveal how voice and scripted bodily expressions accompanying verbal utterances are privileged in these school meetings to forge a community. Rather than being merely a space where students can act as empowered particip…
Banal and everyday nationalisms in children’s mundane and institutional lives
Peer reviewed
Infantographies
Beyond the Human
Learning Nation in Early Childhood Education
This study investigates how nation is taught, learned, practiced, and performed in early childhood educational settings in Australia and Hungary. Analysis, based on comparative multi-sited ethnography, reveals nationhood as a taken for granted, unreflexively promoted framework for organizing social life. The “pedagogy of nation” operates in different ways in these two settings. In Australia, it draws on contemporary patterns of lifestyle, whereas…
Academic conferencing in the age of Covid-19 and climate crisis
Affective practices of everyday nationalism in an Australian preschool
Nationalism as an ideology seeks to assert the primacy of national community in children’s thinking, beings and feelings through curricula and official school rituals. Another form of nationalism permeating the daily routines and mundane spaces of everyday life, however, often remains imperceptible to our critical gaze. This paper brings these invisible practices into sight in young children’s institutional lives and uniquely focuses on their aff…
Thinking through memories of childhood in (post)socialist spaces
In the history of modernity, childhood represents societies' hopes and desires for the future. An offspring of modernity, the socialist project had a unique preoccupation with children and childhood for the social (re)making of societies. However, research on both sides of the Iron Curtain has explored children's lives in socialist societies by focusing on the organised efforts of state socialisation, largely overlooking how childhoods were actua…
Pedagogy of nation
In our current context, researching how young children encounter and inhabit the nation among diverse people is ever-more important. In societies free of conflict, the nation operates beneath the surface, therefore, it is difficult to study. By bringing together the perspectives of 'everyday nationalism' and 'cultural pedagogy', I develop the concept of 'pedagogy of nation' to focus on and account for various didactic means through which young ch…
Towards Decolonizing Childhood and Knowledge Production
Interrupting the Coloniality of Knowledge Production in Comparative Education
The article explores the coloniality of knowledge production in comparative education in and about (post)socialist spaces of southeast/central Europe and the former Soviet Union after the Cold War. We engage in a particular form of decoloniality, or what Walter Mignolo terms "delinking," to fracture the hegemony of Western-centric knowledge and enable comparative education to gain a global viewpoint that is more inclusive of different voices. Our…
Pedagogy of nation
In our current context, researching how young children encounter and inhabit the nation among diverse people is ever-more important. In societies free of conflict, the nation operates beneath the surface, therefore, it is difficult to study. By bringing together the perspectives of 'everyday nationalism' and 'cultural pedagogy', I develop the concept of 'pedagogy of nation' to focus on and account for various didactic means through which young ch…
Affective practices of everyday nationalism in an Australian preschool
Nationalism as an ideology seeks to assert the primacy of national community in children’s thinking, beings and feelings through curricula and official school rituals. Another form of nationalism permeating the daily routines and mundane spaces of everyday life, however, often remains imperceptible to our critical gaze. This paper brings these invisible practices into sight in young children’s institutional lives and uniquely focuses on their aff…
The (bio)politicization of neuroscience in Australian early years policies
At the present, human capital theory (HCT) and neuroscience reasoning are dominant frameworks in early childhood education and care (ECEC) worldwide. Popular since the 1960s, HCT has provided an economic understanding of human beings and offered strategies to manage the population with the promise of bringing improvements to nations. Neuroscience arguments added new ways to regulate human beings, and thus another ‘hopeful ethos’ and investment in…
It takes a global village”
This article merges the fields of tourism studies with the social studies of children and childhood in a discourse analysis of the voluntourism company United Planet’s website. In the past decade, United Planet has emerged as a popular voluntourist company with a mission to “unite the world in a community beyond borders.” United Planet’s volunteer projects, as described on their website, combine international volunteering with cultural excursions…
Infantographies
Overspills’ of research with children
We take on the challenge posed by Horton and Kraftl [2006. “What Else? Some More Ways of Thinking and Doing ‘Children’s Geographies’.” Children’s Geographies 4 (1): 69–95, 71.] that research be ‘slowed down’ through methodological and theoretical routes to acknowledge seemingly trivial details in children’s lives. Based on an ethnographic study in an Australian preschool focusing on children’s place-making in a globalizing world, this paper discu…
Academic conferencing in the age of Covid-19 and climate crisis
Thinking through memories of childhood in (post)socialist spaces
In the history of modernity, childhood represents societies' hopes and desires for the future. An offspring of modernity, the socialist project had a unique preoccupation with children and childhood for the social (re)making of societies. However, research on both sides of the Iron Curtain has explored children's lives in socialist societies by focusing on the organised efforts of state socialisation, largely overlooking how childhoods were actua…
Thinking differently about guidance
This article critiques guidance approaches to discipline, that are employed in early childhood environments with an aim to create democratic environments for children, and as part of ‘good’ practices. Advocates of guidance claim that this is a more humane or democratic approach to discipline that empowers children, and therefore, power in the classroom appears as more equalized or distributed. The author adopts a particular perspective in the fie…
Banal and everyday nationalisms in children’s mundane and institutional lives
Peer reviewed
Special’ non-human actors in the ‘inclusive’ early childhood classroom
It is well established in research that early childhood classrooms are one of the most controlled environments during the human life course. When control is discussed, the enactment of regulatory frameworks and various discourses are analysed but less focus is paid on the materialities of classrooms. In this article, we pay attention to ‘special’ non-human actors present in an ‘inclusive’ early childhood classroom. These ‘special’ non-human actor…
Teaching nature and nation in the Swedish mobile preschool
Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of 'good' pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural o…
The Cultural Politics of ‘Childhood’ and ‘Nation’
The preschool bathroom
In this paper we study the effects of power in a bathroom, which is a rarely analysed space in preschools, using empirical examples from a semi-ethnographic study conducted in New South Wales, Australia. We demonstrate that educators' understanding and practices mostly consider their own positioning in discourses and come short in accounting for children's practices in and expressed views on the bathroom. Educators also remain distant from childr…
Memory and kindergarten teachers' work
More than 20 years after the fall of the Iron Curtain, scholars and educators continue to engage with histories under socialism and re-evaluate the consequences of those education systems for everyday lives then and in the present. This article develops an understanding of how kindergarten teachers understand their historical work in the socialist system. It does so by using the memories of five teachers who taught before 1989 in socialist Hungar…
Governing Through Early Childhood Curriculum, "the Child," and "Community
This article examines the role of state ideology in the formation of kindergarten curriculum documents in socialist Hungary during the 1970s and in contemporary neoliberal Australia. The study explores two landmark curriculum documents, of Hungary and Australia, respectively, comparing the ways in which "the child" is conceptualized in relation to each one's particular ideas of community. Departing from earlier studies that examine images of the …
Children, common bracken and cows at work
Learning Nation in Early Childhood Education
This study investigates how nation is taught, learned, practiced, and performed in early childhood educational settings in Australia and Hungary. Analysis, based on comparative multi-sited ethnography, reveals nationhood as a taken for granted, unreflexively promoted framework for organizing social life. The “pedagogy of nation” operates in different ways in these two settings. In Australia, it draws on contemporary patterns of lifestyle, whereas…
Revisiting Pasts, Reimagining Futures
The cultural politics of ‘childhood’ and ‘nation’
explored ways in which historical and contemporary discourses in education and welfare, circulating at dif-ferent geographical scales and also contributing to nation-building processes, instrumentalize chil-dren and ‘childhood’ for various political agendas. It focused on examining governing mandates and socializing processes aimed at children and childhood, including policies and practices of education and welfare (Correll and Lepperhoff, Lee, a…
We reaffirm our Mozambican identity in the fight against HIV and Aids”
There is increasing recognition of the importance of space in the study of education, resulting in a greatly diversified literature on the geographies of education. This article builds on this growing body of scholarly work to examine a number of critical spatial assumptions underpinning school-based HIV- and AIDS-related education in Maputo, Mozambique. It does so through an analysis of key governmental and ministerial documents and policy-maker…
Education in/for socialism
Why a special issue on education in socialism, or education for socialism, in 2013, as we fast approach the 25th anniversary of the collapse of historical socialism in Eastern Europe, and witness the ongoing rise of China driven by its model of capitalist growth overseen by the Communist Party of China (CPC)? Many would argue that we ought to concede that ideas of socialism, or communism, have been definitively relegated to nothing more than obje…
Thinking differently about guidance
This article critiques guidance approaches to discipline, that are employed in early childhood environments with an aim to create democratic environments for children, and as part of ‘good’ practices. Advocates of guidance claim that this is a more humane or democratic approach to discipline that empowers children, and therefore, power in the classroom appears as more equalized or distributed. The author adopts a particular perspective in the fie…
Governing Through Early Childhood Curriculum, "the Child," and "Community
This article examines the role of state ideology in the formation of kindergarten curriculum documents in socialist Hungary during the 1970s and in contemporary neoliberal Australia. The study explores two landmark curriculum documents, of Hungary and Australia, respectively, comparing the ways in which "the child" is conceptualized in relation to each one's particular ideas of community. Departing from earlier studies that examine images of the …
Biopower and the "civilisation" of children's bodies in a preschool bathroom
Community’ and ‘Democratic Practice’ in Early Childhood Education and Care
‘Community’ is a pervasive concept around the globe in early childhood education and care that remains mostly unchallenged. The notion of ‘community’ is widely utilised in theories and practices to describe the context and the social world of young children and their carers and educators. It is also a familiar term used in relation to curriculum and pedagogical frameworks and practices. Another concept that appears increasingly in the literature …
Memory and kindergarten teachers' work
More than 20 years after the fall of the Iron Curtain, scholars and educators continue to engage with histories under socialism and re-evaluate the consequences of those education systems for everyday lives then and in the present. This article develops an understanding of how kindergarten teachers understand their historical work in the socialist system. It does so by using the memories of five teachers who taught before 1989 in socialist Hungar…
Education in/for socialism
Why a special issue on education in socialism, or education for socialism, in 2013, as we fast approach the 25th anniversary of the collapse of historical socialism in Eastern Europe, and witness the ongoing rise of China driven by its model of capitalist growth overseen by the Communist Party of China (CPC)? Many would argue that we ought to concede that ideas of socialism, or communism, have been definitively relegated to nothing more than obje…
The Cultural Politics of ‘Childhood’ and ‘Nation’
The preschool bathroom
In this paper we study the effects of power in a bathroom, which is a rarely analysed space in preschools, using empirical examples from a semi-ethnographic study conducted in New South Wales, Australia. We demonstrate that educators' understanding and practices mostly consider their own positioning in discourses and come short in accounting for children's practices in and expressed views on the bathroom. Educators also remain distant from childr…
The cultural politics of ‘childhood’ and ‘nation’
explored ways in which historical and contemporary discourses in education and welfare, circulating at dif-ferent geographical scales and also contributing to nation-building processes, instrumentalize chil-dren and ‘childhood’ for various political agendas. It focused on examining governing mandates and socializing processes aimed at children and childhood, including policies and practices of education and welfare (Correll and Lepperhoff, Lee, a…
We reaffirm our Mozambican identity in the fight against HIV and Aids”
There is increasing recognition of the importance of space in the study of education, resulting in a greatly diversified literature on the geographies of education. This article builds on this growing body of scholarly work to examine a number of critical spatial assumptions underpinning school-based HIV- and AIDS-related education in Maputo, Mozambique. It does so through an analysis of key governmental and ministerial documents and policy-maker…
Special’ non-human actors in the ‘inclusive’ early childhood classroom
It is well established in research that early childhood classrooms are one of the most controlled environments during the human life course. When control is discussed, the enactment of regulatory frameworks and various discourses are analysed but less focus is paid on the materialities of classrooms. In this article, we pay attention to ‘special’ non-human actors present in an ‘inclusive’ early childhood classroom. These ‘special’ non-human actor…
It takes a global village”
This article merges the fields of tourism studies with the social studies of children and childhood in a discourse analysis of the voluntourism company United Planet’s website. In the past decade, United Planet has emerged as a popular voluntourist company with a mission to “unite the world in a community beyond borders.” United Planet’s volunteer projects, as described on their website, combine international volunteering with cultural excursions…
The (bio)politicization of neuroscience in Australian early years policies
At the present, human capital theory (HCT) and neuroscience reasoning are dominant frameworks in early childhood education and care (ECEC) worldwide. Popular since the 1960s, HCT has provided an economic understanding of human beings and offered strategies to manage the population with the promise of bringing improvements to nations. Neuroscience arguments added new ways to regulate human beings, and thus another ‘hopeful ethos’ and investment in…
Revisiting Pasts, Reimagining Futures
Overspills’ of research with children
We take on the challenge posed by Horton and Kraftl [2006. “What Else? Some More Ways of Thinking and Doing ‘Children’s Geographies’.” Children’s Geographies 4 (1): 69–95, 71.] that research be ‘slowed down’ through methodological and theoretical routes to acknowledge seemingly trivial details in children’s lives. Based on an ethnographic study in an Australian preschool focusing on children’s place-making in a globalizing world, this paper discu…
Interrupting the Coloniality of Knowledge Production in Comparative Education
The article explores the coloniality of knowledge production in comparative education in and about (post)socialist spaces of southeast/central Europe and the former Soviet Union after the Cold War. We engage in a particular form of decoloniality, or what Walter Mignolo terms "delinking," to fracture the hegemony of Western-centric knowledge and enable comparative education to gain a global viewpoint that is more inclusive of different voices. Our…
Towards Decolonizing Childhood and Knowledge Production
Childhood and Schooling in (Post)Socialist Societies
Early Childhood Policies and Systems in Eight Countries
The International Association for the Evaluation of Educational Achievement's (IEA) Early Childhood Education (ECE) study has brought together available data from other international studies and reports, such as OECD, EIU and European Commission, and national and sub-national policy documents supported with national expert advice, to compare the ECE systems of 8 countries volunteered for this comparison: Chile, the Czech Republic, Denmark, Estoni…
Affective practices of everyday nationalism in an Australian preschool
Nationalism as an ideology seeks to assert the primacy of national community in children’s thinking, beings and feelings through curricula and official school rituals. Another form of nationalism permeating the daily routines and mundane spaces of everyday life, however, often remains imperceptible to our critical gaze. This paper brings these invisible practices into sight in young children’s institutional lives and uniquely focuses on their aff…
Thinking through memories of childhood in (post)socialist spaces
In the history of modernity, childhood represents societies' hopes and desires for the future. An offspring of modernity, the socialist project had a unique preoccupation with children and childhood for the social (re)making of societies. However, research on both sides of the Iron Curtain has explored children's lives in socialist societies by focusing on the organised efforts of state socialisation, largely overlooking how childhoods were actua…
Pedagogy of nation
In our current context, researching how young children encounter and inhabit the nation among diverse people is ever-more important. In societies free of conflict, the nation operates beneath the surface, therefore, it is difficult to study. By bringing together the perspectives of 'everyday nationalism' and 'cultural pedagogy', I develop the concept of 'pedagogy of nation' to focus on and account for various didactic means through which young ch…
Beyond the Human
Learning Nation in Early Childhood Education
This study investigates how nation is taught, learned, practiced, and performed in early childhood educational settings in Australia and Hungary. Analysis, based on comparative multi-sited ethnography, reveals nationhood as a taken for granted, unreflexively promoted framework for organizing social life. The “pedagogy of nation” operates in different ways in these two settings. In Australia, it draws on contemporary patterns of lifestyle, whereas…
Academic conferencing in the age of Covid-19 and climate crisis
Sociology (37 obras) · Political science (31 obras) · Politics (24 obras) · Children's Rights and Participation (22 obras) · Law (21 obras) · Pedagogy (15 obras) · Gender Studies (14 obras) · Educator Training and Historical Pedagogy (13 obras) · Global Education and Multiculturalism (13 obras) · Law (13 obras)