J H Sisson
Biographic Data
| ID | 4639145 |
|---|---|
| NAME | J H Sisson |
| GIVEN NAMES | J H |
| FAMILY NAME | Sisson |
| SIGNATURE | SISSON J H |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0002-9302-2035 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Better Is Better
In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of “counter stories” which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By provid…
Co-constructed engagement with Australian Aboriginal families in early childhood education
Partnerships with Aboriginal families are significant to children's learning and development outcomes yet remain under-theorised. Complicating matters are enduring neo-colonising practices for engaging with families in early childhood settings. These taken-for-granted practices serve as a barrier to connecting with Australian Aboriginal families in meaningful ways. This article presents a decolonising analysis of preschool teachers' and leaders' …
Enacting everyday democratic pedagogies in a birth-five early years setting
The Australian Early Years’ Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education settings as democratic learning spaces. This …
Communing to re-imagine figured worlds
The importance of community has been widely recognised in the field of early childhood education. However, the various ways it has been conceived, together with taken-for-granted notions of education, have made it difficult to actualise the processes involved in contextually meaningful ways. This article draws on cultural models theory to explore educational leaders’ re-imagining and redesigning of early childhood educational learning communities…
Re-imagining family engagement as a two-way street
Co-constructed engagement with Australian Aboriginal families in early childhood education
Partnerships with Aboriginal families are significant to children's learning and development outcomes yet remain under-theorised. Complicating matters are enduring neo-colonising practices for engaging with families in early childhood settings. These taken-for-granted practices serve as a barrier to connecting with Australian Aboriginal families in meaningful ways. This article presents a decolonising analysis of preschool teachers' and leaders' …
Communing to re-imagine figured worlds
The importance of community has been widely recognised in the field of early childhood education. However, the various ways it has been conceived, together with taken-for-granted notions of education, have made it difficult to actualise the processes involved in contextually meaningful ways. This article draws on cultural models theory to explore educational leaders’ re-imagining and redesigning of early childhood educational learning communities…
Re-imagining family engagement as a two-way street
Enacting everyday democratic pedagogies in a birth-five early years setting
The Australian Early Years’ Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education settings as democratic learning spaces. This …
Better Is Better
In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of “counter stories” which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By provid…
Co-constructed engagement with Australian Aboriginal families in early childhood education
Partnerships with Aboriginal families are significant to children's learning and development outcomes yet remain under-theorised. Complicating matters are enduring neo-colonising practices for engaging with families in early childhood settings. These taken-for-granted practices serve as a barrier to connecting with Australian Aboriginal families in meaningful ways. This article presents a decolonising analysis of preschool teachers' and leaders' …
Sociology (5 works) · Early Childhood Education and Development (4 works) · Psychology (4 works) · Early childhood (3 works) · Early childhood education (3 works) · Pedagogy (3 works) · Political science (3 works) · Democracy (2 works) · Developmental psychology (2 works) · Epistemology (2 works)