Cristina Delgado Vintimilla
Biographic Data
| ID | 3600427 |
|---|---|
| NAME | Cristina Delgado Vintimilla |
| GIVEN NAMES | Cristina Delgado |
| FAMILY NAME | Vintimilla |
| SIGNATURE | VINTIMILLA C D |
| AFFILIATIONS | York University |
| ORCID | 0000-0002-6000-9037 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Restoring Pedagogical Vitality
Pedagogical documentation has undoubtedly inspired novel and ethically responsive practices in early childhood education. However, it has also contributed to legitimizing logics that have lost their experimental vitality. This article addresses this paradox through two movements. First, the authors create a “conceptual stitch” by which to reconnect documentation, relationally and conceptually, with pedagogy and progettazione. Second, they propose…
Orienting toward the otherwise in the Twitterverse
This article asks how social media platform engagement, on Twitter in particular, collides with thinking and experimenting with the educational practice of a pedagogist. Beginning with tracing the role of the pedagogist as an emerging figure in early childhood education within the Canadian context, we turn to thinking #BecomingPedagogist, the hashtag used on Twitter by those undertaking work toward responding to and inventing the digital practice…
Schooling the pandemic
Many scholars continue to ponder whether, amidst its devastating consequences, the recent pandemic could create possibilities for a different kind of educational world. As the virus addressed educators in unexpected ways it also pointed toward what is broken in education—its neoliberal enclosure, developmental violence and institutional self-evidence—and the failure to imagine and enact new ways of being and living with the world. In this paper w…
Pedagogists’ modes of response and what might be unique to their work
This article infuses texture and context to the new professional role of the pedagogist in early childhood education in Canada. Inspired by the Italian role of the pedagogista, in the Canadian context pedagogists carry out situated work concerned with proposing and collectively creating pedagogical experiences hospitable to invention in the fraught spaces of early childhood education. In particular, the article recounts pedagogists’ modes of resp…
Microfragmentos of reinvention
The article offers microfragmentos of reinvention in response to the incursion of capitalist and neocolonial threats. The microfragmentos – small, broken, and irregular fragments that remain incomplete – are a modest local political initiative growing from an ethnographic project among Cañari women and children in the high Ecuadorian Andes. Three microfragmentos on growing, cooking, and eating narrate reinvention around food practices. As the wom…
Propositions toward educating pedagogists
The authors propose decentering the child as a critical motion in the education of pedagogists who work to refuse developmental pedagogies in early childhood education. Tracing how child-centered developmental practices are obstacles for deeper ethical and intellectual work and reiterate anthropocentric relationalities, they offer two propositions toward decentering the child that they emphasize in pedagogists’ learning: refusing legitimation thr…
Choreographing collaboratories
This article introduces the concept of situated improvisations. Drawing from two long-term collaboratories in Australia and Canada, the discussion focusses on improvisation as method to unsettle well-trodden pedagogical choreographies in early childhood education. Through co-labouring, we propose situated improvisations as pedagogical processes of ensemble practice for heightening emergent encounters that disrupt the hierarchy of linearity, progr…
Manifesting living knowledges
In this paper we present a working manifesto that emerged from our projects with pedagogists – a new professional figure in the Canadian early childhood education context. Drawing on feminist scholars’ work, we offer this manifesto as a feminist call to actively think against the anti-intellectualism sustained by existing structures in early childhood education, and as a response to the urgent need to think about early childhood education in more…
Cañari children, cows and milk production
This article considers the intersection of multiple and, at times, seemingly conflicting temporalities in Andean childhoods. We draw on Silvia Rivera Cusicanqui's scholarship on Andean sociology and our ethnographic research with Cañari families to argue that Cañari families' and children's relations with cows and milk production are fueled by both capitalist and Andean temporalities that cannot be thought as opposites. These temporal relations d…
Interrupting Purity in Andean Early Childhood Education
In an inquiry with young children at a small river beside a school in Cuenca, Ecuador, romanticizations of harmonious childhoods and pristine, even magical, river natures are in abundance. Using common worlds framings, this article interrupts purity in child-nature pedagogies. We argue that encountering the river as a site of contradiction, and as an inherently pedagogical contact zone, requires disrupting discourses of “purity” that separate hum…
Explorations of the Tensions and Potentials of De-Centering the Human in Early Childhood Education Research
This introduction serves as a general introduction to the symposium on “Explorations of the Tensions and Potentials of De-Centering the Human in Early Childhood Education Research.” More-than-human theoretical perspectives (such as new feminist materialism and critical posthumanism) have provided pedagogical, methodological and conceptual tools for attending to the ways in which young children’s learning subjectivities emerge within relational on…
Pedagogical gatherings in early childhood education
In this article, the authors critically and generatively encounter emergent curriculum, drawing from their experiences working as pedagogistas in three different early childhood education centres in Western Canada. The intent is to engage with the concept of emergence as that which can bring ethical and political engagements with curriculum and pedagogy; complicating understandings of emergent curriculum as simply following the lead of children. …
Pedagogical gatherings in early childhood education
In this article, the authors critically and generatively encounter emergent curriculum, drawing from their experiences working as pedagogistas in three different early childhood education centres in Western Canada. The intent is to engage with the concept of emergence as that which can bring ethical and political engagements with curriculum and pedagogy; complicating understandings of emergent curriculum as simply following the lead of children. …
Manifesting living knowledges
In this paper we present a working manifesto that emerged from our projects with pedagogists – a new professional figure in the Canadian early childhood education context. Drawing on feminist scholars’ work, we offer this manifesto as a feminist call to actively think against the anti-intellectualism sustained by existing structures in early childhood education, and as a response to the urgent need to think about early childhood education in more…
Cañari children, cows and milk production
This article considers the intersection of multiple and, at times, seemingly conflicting temporalities in Andean childhoods. We draw on Silvia Rivera Cusicanqui's scholarship on Andean sociology and our ethnographic research with Cañari families to argue that Cañari families' and children's relations with cows and milk production are fueled by both capitalist and Andean temporalities that cannot be thought as opposites. These temporal relations d…
Choreographing collaboratories
This article introduces the concept of situated improvisations. Drawing from two long-term collaboratories in Australia and Canada, the discussion focusses on improvisation as method to unsettle well-trodden pedagogical choreographies in early childhood education. Through co-labouring, we propose situated improvisations as pedagogical processes of ensemble practice for heightening emergent encounters that disrupt the hierarchy of linearity, progr…
Pedagogical gatherings in early childhood education
In this article, the authors critically and generatively encounter emergent curriculum, drawing from their experiences working as pedagogistas in three different early childhood education centres in Western Canada. The intent is to engage with the concept of emergence as that which can bring ethical and political engagements with curriculum and pedagogy; complicating understandings of emergent curriculum as simply following the lead of children. …
Interrupting Purity in Andean Early Childhood Education
In an inquiry with young children at a small river beside a school in Cuenca, Ecuador, romanticizations of harmonious childhoods and pristine, even magical, river natures are in abundance. Using common worlds framings, this article interrupts purity in child-nature pedagogies. We argue that encountering the river as a site of contradiction, and as an inherently pedagogical contact zone, requires disrupting discourses of “purity” that separate hum…
Explorations of the Tensions and Potentials of De-Centering the Human in Early Childhood Education Research
This introduction serves as a general introduction to the symposium on “Explorations of the Tensions and Potentials of De-Centering the Human in Early Childhood Education Research.” More-than-human theoretical perspectives (such as new feminist materialism and critical posthumanism) have provided pedagogical, methodological and conceptual tools for attending to the ways in which young children’s learning subjectivities emerge within relational on…
Choreographing collaboratories
This article introduces the concept of situated improvisations. Drawing from two long-term collaboratories in Australia and Canada, the discussion focusses on improvisation as method to unsettle well-trodden pedagogical choreographies in early childhood education. Through co-labouring, we propose situated improvisations as pedagogical processes of ensemble practice for heightening emergent encounters that disrupt the hierarchy of linearity, progr…
Manifesting living knowledges
In this paper we present a working manifesto that emerged from our projects with pedagogists – a new professional figure in the Canadian early childhood education context. Drawing on feminist scholars’ work, we offer this manifesto as a feminist call to actively think against the anti-intellectualism sustained by existing structures in early childhood education, and as a response to the urgent need to think about early childhood education in more…
Cañari children, cows and milk production
This article considers the intersection of multiple and, at times, seemingly conflicting temporalities in Andean childhoods. We draw on Silvia Rivera Cusicanqui's scholarship on Andean sociology and our ethnographic research with Cañari families to argue that Cañari families' and children's relations with cows and milk production are fueled by both capitalist and Andean temporalities that cannot be thought as opposites. These temporal relations d…
Propositions toward educating pedagogists
The authors propose decentering the child as a critical motion in the education of pedagogists who work to refuse developmental pedagogies in early childhood education. Tracing how child-centered developmental practices are obstacles for deeper ethical and intellectual work and reiterate anthropocentric relationalities, they offer two propositions toward decentering the child that they emphasize in pedagogists’ learning: refusing legitimation thr…
Microfragmentos of reinvention
The article offers microfragmentos of reinvention in response to the incursion of capitalist and neocolonial threats. The microfragmentos – small, broken, and irregular fragments that remain incomplete – are a modest local political initiative growing from an ethnographic project among Cañari women and children in the high Ecuadorian Andes. Three microfragmentos on growing, cooking, and eating narrate reinvention around food practices. As the wom…
Restoring Pedagogical Vitality
Pedagogical documentation has undoubtedly inspired novel and ethically responsive practices in early childhood education. However, it has also contributed to legitimizing logics that have lost their experimental vitality. This article addresses this paradox through two movements. First, the authors create a “conceptual stitch” by which to reconnect documentation, relationally and conceptually, with pedagogy and progettazione. Second, they propose…
Orienting toward the otherwise in the Twitterverse
This article asks how social media platform engagement, on Twitter in particular, collides with thinking and experimenting with the educational practice of a pedagogist. Beginning with tracing the role of the pedagogist as an emerging figure in early childhood education within the Canadian context, we turn to thinking #BecomingPedagogist, the hashtag used on Twitter by those undertaking work toward responding to and inventing the digital practice…
Schooling the pandemic
Many scholars continue to ponder whether, amidst its devastating consequences, the recent pandemic could create possibilities for a different kind of educational world. As the virus addressed educators in unexpected ways it also pointed toward what is broken in education—its neoliberal enclosure, developmental violence and institutional self-evidence—and the failure to imagine and enact new ways of being and living with the world. In this paper w…
Pedagogists’ modes of response and what might be unique to their work
This article infuses texture and context to the new professional role of the pedagogist in early childhood education in Canada. Inspired by the Italian role of the pedagogista, in the Canadian context pedagogists carry out situated work concerned with proposing and collectively creating pedagogical experiences hospitable to invention in the fraught spaces of early childhood education. In particular, the article recounts pedagogists’ modes of resp…
Sociology (11 works) · Political science (10 works) · Children's Rights and Participation (7 works) · Pedagogy (6 works) · Early childhood education (5 works) · Early Childhood Education and Development (5 works) · Politics (5 works) · Posthumanist Ethics and Activism (5 works) · Epistemology (3 works) · Gender Studies (3 works)