Veronica Pacini-Ketchabaw
Biographic Data
| ID | 3701334 |
|---|---|
| NAME | Veronica Pacini-Ketchabaw |
| GIVEN NAMES | Veronica |
| FAMILY NAME | Pacini-Ketchabaw |
| SIGNATURE | PACINI-KETCHABAW V |
| AFFILIATIONS | University of Victoria |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 177 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 3 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Thinking & doings with(in) collaboratories
This article introduces the special issue on collaboratories. Collaboratories create spaces for collaborative experimentation with children, generating vital opportunities not only for exchange and networking but also for speculation and inquiry as we compose and nurture conditions that respond to the question of what it means to live ethically in situated common worlds. Drawing on our work within the Common Worlds Research Collective, this intro…
Children Resisting Extractivist Capitalism: A Visitation to Postqualitative Inquiry
This article focuses on children’s active engagement in resisting extractivist logics. We ask: How might we address resistance in the context of Andean childhoods and extractive capitalism? How might we meaningfully respond, both conceptually and methodologically, to the growing impact of corporate mining in the Global South? How might we respond when the proliferation of extractivist activities and the violent forces of global capital increasing…
Anthropocene Childhoods: Speculative Fiction, Racialization, and Climate Crisis
This open access book brings together the disciplines of childhood studies, literary studies, and the environmental humanities to focus on the figure of the child as it appears in popular culture and theory. Drawing on theoretical works by Clare Colebrook, Naomi Klein, Donna Haraway and Bruno Latour the book offers creative readings of sci-fi novels, short stories and films including Frankenstein, The Road, Handmaid's Tale, The Girl with All the …
Introduction to Symposium: Childhood studies in the Anthropocene
Childhood studies scholars have increasingly sought to examine the complex entanglements of children's lives with nonhuman materials, animals, plants and earthly processes. Doing so has enabled new insights into children's relationships with global challenges such as climate change. Now, researchers from many disciplines are reflecting critically upon whether such challenges can be obviously ascribed to human activity, suggesting that we are ente…
Children, bilbies, and spirit bears
In this chapter, the authors examine children&s;s and young people&s;s narrative texts that feature two endangered native species—bilbies in Australia and spirit bears in Canada. They pay particular attention to the ways in which the narratives align endangered native animals, indigenous people&s;s knowledges and beliefs, non-indigenous children as the threatened or rescuing &s;goodies&s;, and feral non-indigenous animals and environmentally expl…
Children, kangaroos, and deer
This chapter recounts two geo-historically specific sets of child-wildlife stories of entangled inheritances and contemporary cohabitations. The first set of stories focuses on the interwoven trajectories of Australian children&s;s and kangaroos&s; lives, and includes narrative vignettes of urban child-kangaroo encounters drawn from Affrica&s;s ethnographic research. The second set of stories traces the multilayered ways in which the lives of Can…
The common worlds of children and animals
This chapter discusses the collective process through which it has assembled the thinking through the common worlds of children and animals. It considers some compelling planetary common world ecological inheritances that cannot be ignored and which are the reason for the claim that the common worlds of children and animals are neither pure and innocent nor utopian. The chapter discusses the ways in which animal stories travel between the global …
Indigenous child-dog relations
This chapter focuses on Inuit children&s;s relations with qimmiit in the Canadian Artic and Arrernte and Warlpiri children&s;s relations with camp dogs in the Central Australian desert to help us think beyond western notions of domestication and beyond anthropomorphising and infantilising notions of pet dogs as surrogate child members of their human families. The contemporary indigenous accounts that the chapter draws upon suggest that the more e…
Children, raccoons, and possums
This chapter describes how the unruly raccoons and pesky possums that move into urban areas and set up residence in early childhood centres in Canada and Australia breach proximate comfort zones and unsettle power relations. It details the cultural, species, and geographical specificities of both sets of urban-child-native-wildlife-residential assemblages. The chapter traces the spectrum of mixed, awkward, and discomforting effects that these sim…
Conclusion
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book is introduced by raising two questions: first, an onto-epistemological question, and second an ethical one. It has moved from a number of counter premises and insists that children grow up in more-than-human worlds, not just in human societies. The book emphasises the productive nature of relations, including child–animal relati…
Children, ants, and worms
In this chapter, the authors think through the ethical possibilities of interspecies vulnerability by focusing upon a series of seemingly insignificant encounters between seemingly minor actors—between young children and worms in a wet Canadian forest and between young children and ants in a dry Australian bush-land. The authors are particularly interested in thinking through the mutual vulnerabilities of these ant-worm-child encounters in the co…
The Common Worlds of Children and Animals: Relational Ethics for Entangled Lives
The lives and futures of children and animals are linked to environmental challenges associated with the Anthropocene and the acceleration of human-caused extinctions. This book sparks a fascinating interdisciplinary conversation about child–animal relations, calling for a radical shift in how we understand our relationship with other animals and our place in the world. It addresses issues of interspecies and intergenerational environmental justi…
Youth Work, Early Education, and Psychology
Youth Work, Early Education, and Psychology re-examines the set of relations generally referred to as working with children and youth. It presents a series of propositions that highlight politicized s
Youth Work, Early Education, and Psychology: Liminal Encounters
Decentring the Human in Multispecies Ethnographies
Much has been written about the need to bridge the theory/practice divide by bringing them together in the ‘praxis’ of teaching. For researchers inspired by posthumanist theorizations, the task of bridging the theory/practice divide is particularly challenging because it is accompanied by the additional need to resist the nature/culture divide that keeps our human species ‘hyper-separated’ from all ‘earth others’ in the name of ‘human exceptional…
Unruly Raccoons and Troubled Educators: Nature/Culture Divides in a Childcare Centre
Current times of anthropogenically damaged landscapes call us to re-think human and nonhuman relations and consider multiple possibilities for alternative and more sustainable futures. As many environmental and Indigenous humanities scholars have noted, central to this re-thinking is unsettling the colonial nature/culture divide in Western epistemology. In this article, through a series of situated, small, everyday stories from childcare centres,…
Inheriting the Ecological Legacies of Settler Colonialism
One of the driving methodological and pedagogical concerns of the Common World Childhoods Research Collective, to which we belong, is the question of how to deal with the mess of the damaged worlds that we inherit and bequeath to future generations
Unsettling the Colonial Places and Spaces of Early Childhood Education
Learning with children, ants, and worms in the Anthropocene: Towards a Common World Pedagogy of Multispecies Vulnerability
This article takes the naming of the Anthropocene as a moment of pedagogical opportunity in which we might decentre the human as the sole learning subject and explore the possibilities of interspecies learning. Picking up on current Anthropocene debates within the feminist environmental humanities, it considers how educators might pedagogically engage with the issue of intergenerational environmental justice from the earliest years of learning. D…
Researching Neoliberal and Neocolonial Assemblages in Early Childhood Education
The article provides a discussion of “researching” neoliberalisms and neocolonialisms in white settler colonial societies such as Canada. It addresses the research implications after conceptualizing neoliberalisms as assemblages that are always already implicated in colonial histories. Specifically, the article discusses the need to rethink methodologies when neoliberalisms do not follow coherent directions, the kinds of methodological and resear…
Following watery relations in early childhood pedagogies
Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that enter an early childhood classroom during a collaborative ethnographic project with young children an…
Re-situating Canadian Early Childhood Education
Contents: Daphney L. Curry/Gaile S. Cannella: Foreword - Reconceptualist Her/Histories in Early Childhood Studies: Challenges, Power Relations, and Critical Activism - Larry Prochner/Veronica Pacini-Ketchabaw: Resituating Early Childhood Education: Introduction - Katherine Davidson: The Integration of Cognitive and Sociocultural Theories of Literacy Development for Instruction and Research: Why? How? - Sherry Rose/Pam Whitty: Valuing Subjective C…
Introduction: Resituating Canadian Early Childhood Education
This journal issue began with a conversation between Larry Prochner and myself at the Reconceptualizing Early Childhood Education Conference in June 2008 held in Victoria, British Columbia. We discussed the idea of bringing together a group of Canadian early childhood education scholars who have been inspired by reconceptualist ideas to make their work more visible and simultaneously to further develop this important body of knowledge. Our hope w…
Becoming Intimate With Developmental Knowledge: Pedagogical Explorations With Collective Biography
In this article, we draw on postfoundational frameworks to make visible the subjectification processes by which practitioners simultaneously master and become mastered by developmental theories. We emphasize the implication of the entire minded-body in the processes of the developmental worker formation. We show these processes through empirical investigation with data gathered through collective biography in a child development graduate course i…
Language Discourses and Ideologies at the Heart of Early Childhood Education
This paper identifies: (a) discourses that shape immigrant parents' and early childhood educators' views of young children's bilingual development, and (b) ways in which these discourses are manifested in the everyday lives of immigrant parents as well as in the practices of early childhood educators. The findings of a study in a mid-size Canadian city are reported and interpreted from the perspective of the role of power relations in language an…
Learning with children, ants, and worms in the Anthropocene: Towards a Common World Pedagogy of Multispecies Vulnerability
This article takes the naming of the Anthropocene as a moment of pedagogical opportunity in which we might decentre the human as the sole learning subject and explore the possibilities of interspecies learning. Picking up on current Anthropocene debates within the feminist environmental humanities, it considers how educators might pedagogically engage with the issue of intergenerational environmental justice from the earliest years of learning. D…
Unruly Raccoons and Troubled Educators: Nature/Culture Divides in a Childcare Centre
Current times of anthropogenically damaged landscapes call us to re-think human and nonhuman relations and consider multiple possibilities for alternative and more sustainable futures. As many environmental and Indigenous humanities scholars have noted, central to this re-thinking is unsettling the colonial nature/culture divide in Western epistemology. In this article, through a series of situated, small, everyday stories from childcare centres,…
The Common Worlds of Children and Animals: Relational Ethics for Entangled Lives
The lives and futures of children and animals are linked to environmental challenges associated with the Anthropocene and the acceleration of human-caused extinctions. This book sparks a fascinating interdisciplinary conversation about child–animal relations, calling for a radical shift in how we understand our relationship with other animals and our place in the world. It addresses issues of interspecies and intergenerational environmental justi…
Following watery relations in early childhood pedagogies
Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that enter an early childhood classroom during a collaborative ethnographic project with young children an…
Inheriting the Ecological Legacies of Settler Colonialism
One of the driving methodological and pedagogical concerns of the Common World Childhoods Research Collective, to which we belong, is the question of how to deal with the mess of the damaged worlds that we inherit and bequeath to future generations
Anthropocene Childhoods: Speculative Fiction, Racialization, and Climate Crisis
This open access book brings together the disciplines of childhood studies, literary studies, and the environmental humanities to focus on the figure of the child as it appears in popular culture and theory. Drawing on theoretical works by Clare Colebrook, Naomi Klein, Donna Haraway and Bruno Latour the book offers creative readings of sci-fi novels, short stories and films including Frankenstein, The Road, Handmaid's Tale, The Girl with All the …
Introduction to Symposium: Childhood studies in the Anthropocene
Childhood studies scholars have increasingly sought to examine the complex entanglements of children's lives with nonhuman materials, animals, plants and earthly processes. Doing so has enabled new insights into children's relationships with global challenges such as climate change. Now, researchers from many disciplines are reflecting critically upon whether such challenges can be obviously ascribed to human activity, suggesting that we are ente…
Language Discourses and Ideologies at the Heart of Early Childhood Education
This paper identifies: (a) discourses that shape immigrant parents' and early childhood educators' views of young children's bilingual development, and (b) ways in which these discourses are manifested in the everyday lives of immigrant parents as well as in the practices of early childhood educators. The findings of a study in a mid-size Canadian city are reported and interpreted from the perspective of the role of power relations in language an…
Introduction: Resituating Canadian Early Childhood Education
This journal issue began with a conversation between Larry Prochner and myself at the Reconceptualizing Early Childhood Education Conference in June 2008 held in Victoria, British Columbia. We discussed the idea of bringing together a group of Canadian early childhood education scholars who have been inspired by reconceptualist ideas to make their work more visible and simultaneously to further develop this important body of knowledge. Our hope w…
Becoming Intimate With Developmental Knowledge: Pedagogical Explorations With Collective Biography
In this article, we draw on postfoundational frameworks to make visible the subjectification processes by which practitioners simultaneously master and become mastered by developmental theories. We emphasize the implication of the entire minded-body in the processes of the developmental worker formation. We show these processes through empirical investigation with data gathered through collective biography in a child development graduate course i…
Re-situating Canadian Early Childhood Education
Contents: Daphney L. Curry/Gaile S. Cannella: Foreword - Reconceptualist Her/Histories in Early Childhood Studies: Challenges, Power Relations, and Critical Activism - Larry Prochner/Veronica Pacini-Ketchabaw: Resituating Early Childhood Education: Introduction - Katherine Davidson: The Integration of Cognitive and Sociocultural Theories of Literacy Development for Instruction and Research: Why? How? - Sherry Rose/Pam Whitty: Valuing Subjective C…
Researching Neoliberal and Neocolonial Assemblages in Early Childhood Education
The article provides a discussion of “researching” neoliberalisms and neocolonialisms in white settler colonial societies such as Canada. It addresses the research implications after conceptualizing neoliberalisms as assemblages that are always already implicated in colonial histories. Specifically, the article discusses the need to rethink methodologies when neoliberalisms do not follow coherent directions, the kinds of methodological and resear…
Following watery relations in early childhood pedagogies
Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that enter an early childhood classroom during a collaborative ethnographic project with young children an…
Unsettling the Colonial Places and Spaces of Early Childhood Education
Learning with children, ants, and worms in the Anthropocene: Towards a Common World Pedagogy of Multispecies Vulnerability
This article takes the naming of the Anthropocene as a moment of pedagogical opportunity in which we might decentre the human as the sole learning subject and explore the possibilities of interspecies learning. Picking up on current Anthropocene debates within the feminist environmental humanities, it considers how educators might pedagogically engage with the issue of intergenerational environmental justice from the earliest years of learning. D…
Youth Work, Early Education, and Psychology
Youth Work, Early Education, and Psychology re-examines the set of relations generally referred to as working with children and youth. It presents a series of propositions that highlight politicized s
Youth Work, Early Education, and Psychology: Liminal Encounters
Decentring the Human in Multispecies Ethnographies
Much has been written about the need to bridge the theory/practice divide by bringing them together in the ‘praxis’ of teaching. For researchers inspired by posthumanist theorizations, the task of bridging the theory/practice divide is particularly challenging because it is accompanied by the additional need to resist the nature/culture divide that keeps our human species ‘hyper-separated’ from all ‘earth others’ in the name of ‘human exceptional…
Unruly Raccoons and Troubled Educators: Nature/Culture Divides in a Childcare Centre
Current times of anthropogenically damaged landscapes call us to re-think human and nonhuman relations and consider multiple possibilities for alternative and more sustainable futures. As many environmental and Indigenous humanities scholars have noted, central to this re-thinking is unsettling the colonial nature/culture divide in Western epistemology. In this article, through a series of situated, small, everyday stories from childcare centres,…
Inheriting the Ecological Legacies of Settler Colonialism
One of the driving methodological and pedagogical concerns of the Common World Childhoods Research Collective, to which we belong, is the question of how to deal with the mess of the damaged worlds that we inherit and bequeath to future generations
Children, bilbies, and spirit bears
In this chapter, the authors examine children&s;s and young people&s;s narrative texts that feature two endangered native species—bilbies in Australia and spirit bears in Canada. They pay particular attention to the ways in which the narratives align endangered native animals, indigenous people&s;s knowledges and beliefs, non-indigenous children as the threatened or rescuing &s;goodies&s;, and feral non-indigenous animals and environmentally expl…
Children, kangaroos, and deer
This chapter recounts two geo-historically specific sets of child-wildlife stories of entangled inheritances and contemporary cohabitations. The first set of stories focuses on the interwoven trajectories of Australian children&s;s and kangaroos&s; lives, and includes narrative vignettes of urban child-kangaroo encounters drawn from Affrica&s;s ethnographic research. The second set of stories traces the multilayered ways in which the lives of Can…
The common worlds of children and animals
This chapter discusses the collective process through which it has assembled the thinking through the common worlds of children and animals. It considers some compelling planetary common world ecological inheritances that cannot be ignored and which are the reason for the claim that the common worlds of children and animals are neither pure and innocent nor utopian. The chapter discusses the ways in which animal stories travel between the global …
Indigenous child-dog relations
This chapter focuses on Inuit children&s;s relations with qimmiit in the Canadian Artic and Arrernte and Warlpiri children&s;s relations with camp dogs in the Central Australian desert to help us think beyond western notions of domestication and beyond anthropomorphising and infantilising notions of pet dogs as surrogate child members of their human families. The contemporary indigenous accounts that the chapter draws upon suggest that the more e…
Children, raccoons, and possums
This chapter describes how the unruly raccoons and pesky possums that move into urban areas and set up residence in early childhood centres in Canada and Australia breach proximate comfort zones and unsettle power relations. It details the cultural, species, and geographical specificities of both sets of urban-child-native-wildlife-residential assemblages. The chapter traces the spectrum of mixed, awkward, and discomforting effects that these sim…
Conclusion
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book is introduced by raising two questions: first, an onto-epistemological question, and second an ethical one. It has moved from a number of counter premises and insists that children grow up in more-than-human worlds, not just in human societies. The book emphasises the productive nature of relations, including child–animal relati…
Children, ants, and worms
In this chapter, the authors think through the ethical possibilities of interspecies vulnerability by focusing upon a series of seemingly insignificant encounters between seemingly minor actors—between young children and worms in a wet Canadian forest and between young children and ants in a dry Australian bush-land. The authors are particularly interested in thinking through the mutual vulnerabilities of these ant-worm-child encounters in the co…
The Common Worlds of Children and Animals: Relational Ethics for Entangled Lives
The lives and futures of children and animals are linked to environmental challenges associated with the Anthropocene and the acceleration of human-caused extinctions. This book sparks a fascinating interdisciplinary conversation about child–animal relations, calling for a radical shift in how we understand our relationship with other animals and our place in the world. It addresses issues of interspecies and intergenerational environmental justi…
Introduction to Symposium: Childhood studies in the Anthropocene
Childhood studies scholars have increasingly sought to examine the complex entanglements of children's lives with nonhuman materials, animals, plants and earthly processes. Doing so has enabled new insights into children's relationships with global challenges such as climate change. Now, researchers from many disciplines are reflecting critically upon whether such challenges can be obviously ascribed to human activity, suggesting that we are ente…
Anthropocene Childhoods: Speculative Fiction, Racialization, and Climate Crisis
This open access book brings together the disciplines of childhood studies, literary studies, and the environmental humanities to focus on the figure of the child as it appears in popular culture and theory. Drawing on theoretical works by Clare Colebrook, Naomi Klein, Donna Haraway and Bruno Latour the book offers creative readings of sci-fi novels, short stories and films including Frankenstein, The Road, Handmaid's Tale, The Girl with All the …
Children Resisting Extractivist Capitalism: A Visitation to Postqualitative Inquiry
This article focuses on children’s active engagement in resisting extractivist logics. We ask: How might we address resistance in the context of Andean childhoods and extractive capitalism? How might we meaningfully respond, both conceptually and methodologically, to the growing impact of corporate mining in the Global South? How might we respond when the proliferation of extractivist activities and the violent forces of global capital increasing…
Thinking & doings with(in) collaboratories
This article introduces the special issue on collaboratories. Collaboratories create spaces for collaborative experimentation with children, generating vital opportunities not only for exchange and networking but also for speculation and inquiry as we compose and nurture conditions that respond to the question of what it means to live ethically in situated common worlds. Drawing on our work within the Common Worlds Research Collective, this intro…
Sociology (11 works) · Geographies of human-animal interactions (10 works) · Political science (9 works) · Posthumanist Ethics and Activism (9 works) · Psychology (7 works) · Biology (6 works) · Children's Rights and Participation (6 works) · Geography (6 works) · Pedagogy (6 works) · Developmental psychology (5 works)