Sheena Elwick
Biographic Data
| ID | 157748 |
|---|---|
| NAME | Sheena Elwick |
| GIVEN NAMES | Sheena |
| FAMILY NAME | Elwick |
| SIGNATURE | ELWICK S |
| AFFILIATIONS | Charles Sturt University |
| ORCID | 0000-0003-2942-6278 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Decentring the human in online spaces
Purpose Increasingly our lives are being mediated through online tools and spaces that shape our experiences of living and learning in ways that are only recently being examined. Developing suitable methodologies to examine these online spaces has proven challenging, while there is validity to the use of network analytics and statistical interpretations of networks and more recently, digital ethnographies and “netnographies”, these approaches are…
What does decentring the human in literacy research do
Purpose The article aims to reimagine literacy education by challenging dominant discourses that define literacy as an individual, print-based, measurable skill. It asks: what becomes possible when we understand literacy as a distributed, relational process shaped by human and nonhuman forces? Design/methodology/approach This article draws on posthumanist theory and data from a doctoral study conducted with children in Australian schools. Using t…
A paradox of age in early childhood education
A paradox concerning age exists in early childhood education (ECE) across many countries today, evident in the literature, curriculum, policy, funding, and provision. This paradox comprises two distinct approaches that call for either a specialised developmental approach to discrete age groups or a generic attitude concerning childhoods with no age distinction at all. This article traces the presence and impact of the paradox of age through an Au…
Merleau-Ponty's Body and Beyond? Early Childhood Studies, Philosophical-Empirical Inquiry, and Educational Research
This article draws on a recent study of infant participation in research, and work in practice theory and professional education, to explore the implications and challenges of educational research of particular encounters, which we call "moments of wonder". Working with Merleau-Ponty's philosophy of expression, we look closely at one such "moment," as a rich field of sense-an excess of signification and affect. We see this account as demonstratin…
Merleau-Ponty’s ‘wild Being’
This article draws on a study of infant participation in research, and work in philosophical-empirical inquiry, to illuminate some of the inexhaustible entanglements constituting the collective relational landscape of educational research of particular encounters, which have been called moments of wonder. Working with Merleau-Ponty’s philosophical notions of wild Being and flesh, I look closely at one such ‘moment’, as lived as an entanglement of…
Creating Space for Infants to Influence Ecec Practice
The idea that infant participation in research is achievable by researchers ‘voicing’ infants’ experiences and ‘perspectives’ is a central feature of current moves towards participatory research. In this article we offer an alternative. Specifically, we suggest a different point of reference than infants’ own experiences and ‘perspectives’; namely, the encounter between researcher and infant as it unfolds in practice. Drawing from a large-scale s…
Infants as Others
Increasingly, researchers are trying to understand what daily life is like for infants in non-parental care from the perspectives of the infants themselves. In this article, we argue that it is profoundly difficult, if not impossible, to know how infants experience their worlds with any certainty and, indeed, whether they do or do not possess well-worked out 'perspectives' on their experiences. Three key difficulties are discussed: firstly, the d…
Infants as Others
Increasingly, researchers are trying to understand what daily life is like for infants in non-parental care from the perspectives of the infants themselves. In this article, we argue that it is profoundly difficult, if not impossible, to know how infants experience their worlds with any certainty and, indeed, whether they do or do not possess well-worked out 'perspectives' on their experiences. Three key difficulties are discussed: firstly, the d…
Creating Space for Infants to Influence Ecec Practice
The idea that infant participation in research is achievable by researchers ‘voicing’ infants’ experiences and ‘perspectives’ is a central feature of current moves towards participatory research. In this article we offer an alternative. Specifically, we suggest a different point of reference than infants’ own experiences and ‘perspectives’; namely, the encounter between researcher and infant as it unfolds in practice. Drawing from a large-scale s…
Merleau-Ponty's Body and Beyond? Early Childhood Studies, Philosophical-Empirical Inquiry, and Educational Research
This article draws on a recent study of infant participation in research, and work in practice theory and professional education, to explore the implications and challenges of educational research of particular encounters, which we call "moments of wonder". Working with Merleau-Ponty's philosophy of expression, we look closely at one such "moment," as a rich field of sense-an excess of signification and affect. We see this account as demonstratin…
Merleau-Ponty’s ‘wild Being’
This article draws on a study of infant participation in research, and work in philosophical-empirical inquiry, to illuminate some of the inexhaustible entanglements constituting the collective relational landscape of educational research of particular encounters, which have been called moments of wonder. Working with Merleau-Ponty’s philosophical notions of wild Being and flesh, I look closely at one such ‘moment’, as lived as an entanglement of…
Infants as Others
Increasingly, researchers are trying to understand what daily life is like for infants in non-parental care from the perspectives of the infants themselves. In this article, we argue that it is profoundly difficult, if not impossible, to know how infants experience their worlds with any certainty and, indeed, whether they do or do not possess well-worked out 'perspectives' on their experiences. Three key difficulties are discussed: firstly, the d…
Creating Space for Infants to Influence Ecec Practice
The idea that infant participation in research is achievable by researchers ‘voicing’ infants’ experiences and ‘perspectives’ is a central feature of current moves towards participatory research. In this article we offer an alternative. Specifically, we suggest a different point of reference than infants’ own experiences and ‘perspectives’; namely, the encounter between researcher and infant as it unfolds in practice. Drawing from a large-scale s…
Merleau-Ponty’s ‘wild Being’
This article draws on a study of infant participation in research, and work in philosophical-empirical inquiry, to illuminate some of the inexhaustible entanglements constituting the collective relational landscape of educational research of particular encounters, which have been called moments of wonder. Working with Merleau-Ponty’s philosophical notions of wild Being and flesh, I look closely at one such ‘moment’, as lived as an entanglement of…
Merleau-Ponty's Body and Beyond? Early Childhood Studies, Philosophical-Empirical Inquiry, and Educational Research
This article draws on a recent study of infant participation in research, and work in practice theory and professional education, to explore the implications and challenges of educational research of particular encounters, which we call "moments of wonder". Working with Merleau-Ponty's philosophy of expression, we look closely at one such "moment," as a rich field of sense-an excess of signification and affect. We see this account as demonstratin…
A paradox of age in early childhood education
A paradox concerning age exists in early childhood education (ECE) across many countries today, evident in the literature, curriculum, policy, funding, and provision. This paradox comprises two distinct approaches that call for either a specialised developmental approach to discrete age groups or a generic attitude concerning childhoods with no age distinction at all. This article traces the presence and impact of the paradox of age through an Au…
Decentring the human in online spaces
Purpose Increasingly our lives are being mediated through online tools and spaces that shape our experiences of living and learning in ways that are only recently being examined. Developing suitable methodologies to examine these online spaces has proven challenging, while there is validity to the use of network analytics and statistical interpretations of networks and more recently, digital ethnographies and “netnographies”, these approaches are…
What does decentring the human in literacy research do
Purpose The article aims to reimagine literacy education by challenging dominant discourses that define literacy as an individual, print-based, measurable skill. It asks: what becomes possible when we understand literacy as a distributed, relational process shaped by human and nonhuman forces? Design/methodology/approach This article draws on posthumanist theory and data from a doctoral study conducted with children in Australian schools. Using t…
Children's Rights and Participation (5 works) · Epistemology (4 works) · Sociology (4 works) · Developmental psychology (3 works) · Early childhood education (3 works) · Early Childhood Education and Development (3 works) · Embodied cognition (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works)