Dimitrina Kaneva
Biographic Data
| ID | 3099629 |
|---|---|
| NAME | Dimitrina Kaneva |
| GIVEN NAMES | Dimitrina |
| FAMILY NAME | Kaneva |
| SIGNATURE | KANEVA D |
| AFFILIATIONS | University of Huddersfield |
| ORCID | 0000-0002-5965-5285 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
(Re)arrangers, makers and movers
This paper reports on the exploratory potential of encounters with loose parts in an art museum. It illustrates a process of engaging young children (aged five and under) with open-ended resources, objects and museum space to become co-producers of knowledge and art. Vignettes highlight children's agency in exploring the possibilities of open-ended provocations and exhibits in an art museum in England, UK. Exploring the entanglement of children, …
These are our stories
This paper explores children’s encounters with migration in global contexts through storytelling. Children from two primary schools in Manchester, UK and Cape Town, South Africa, developed stories of self through object elicitation, poetry and self-made artefacts. The children had either directly or indirectly experienced migration across borders. We combined objects that were brought from home, drawings and annotations in exploring the significa…
‘Finding a voice’
There has been little explication of how university lecturers who are responsible for educating future practitioners approach the complexity and conceptual messiness of ‘voice’. There are dangers of objectification if curricula simply foreground the UNCRC and are only concerned with utterances and the need to listen to children. This paper explores our conceptual approach to avoid this and a limiting conceit by ignoring our own power. Specificall…
Developing inclusive communities
The Salamanca Statement and subsequent international calls to action around inclusive education aim to meet Education for All goals and foster inclusive communities for learners within mainstream education. However, there are diverse interpretations of what inclusion means in practice that vary across local, national and international contexts. In developing inclusive pedagogies with teachers at the forefront of providing support, the use of labe…
Initiating decolonial praxis
English universities aim to attract students from various backgrounds. However, the needs of such cohorts require curricula to be relevant and accessible to an audience that does not necessarily identify as traditionally academic. At disciplinary level, there have also been calls for increasing the plurality of knowledge practices and perspectives. Here, we consider our efforts to reflect on and decolonise Childhood Studies curricula through thre…
Initiating decolonial praxis
English universities aim to attract students from various backgrounds. However, the needs of such cohorts require curricula to be relevant and accessible to an audience that does not necessarily identify as traditionally academic. At disciplinary level, there have also been calls for increasing the plurality of knowledge practices and perspectives. Here, we consider our efforts to reflect on and decolonise Childhood Studies curricula through thre…
Initiating decolonial praxis
English universities aim to attract students from various backgrounds. However, the needs of such cohorts require curricula to be relevant and accessible to an audience that does not necessarily identify as traditionally academic. At disciplinary level, there have also been calls for increasing the plurality of knowledge practices and perspectives. Here, we consider our efforts to reflect on and decolonise Childhood Studies curricula through thre…
Developing inclusive communities
The Salamanca Statement and subsequent international calls to action around inclusive education aim to meet Education for All goals and foster inclusive communities for learners within mainstream education. However, there are diverse interpretations of what inclusion means in practice that vary across local, national and international contexts. In developing inclusive pedagogies with teachers at the forefront of providing support, the use of labe…
‘Finding a voice’
There has been little explication of how university lecturers who are responsible for educating future practitioners approach the complexity and conceptual messiness of ‘voice’. There are dangers of objectification if curricula simply foreground the UNCRC and are only concerned with utterances and the need to listen to children. This paper explores our conceptual approach to avoid this and a limiting conceit by ignoring our own power. Specificall…
These are our stories
This paper explores children’s encounters with migration in global contexts through storytelling. Children from two primary schools in Manchester, UK and Cape Town, South Africa, developed stories of self through object elicitation, poetry and self-made artefacts. The children had either directly or indirectly experienced migration across borders. We combined objects that were brought from home, drawings and annotations in exploring the significa…
(Re)arrangers, makers and movers
This paper reports on the exploratory potential of encounters with loose parts in an art museum. It illustrates a process of engaging young children (aged five and under) with open-ended resources, objects and museum space to become co-producers of knowledge and art. Vignettes highlight children's agency in exploring the possibilities of open-ended provocations and exhibits in an art museum in England, UK. Exploring the entanglement of children, …
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Children's Rights and Participation (3 works) · Gender Studies (3 works) · Art (2 works) · Computer Science (2 works) · Early Childhood Education and Development (2 works) · Gender Studies (2 works) · Linguistics (2 works)