Stefania Giamminuti
Biographic Data
| ID | 6549481 |
|---|---|
| NAME | Stefania Giamminuti |
| GIVEN NAMES | Stefania |
| FAMILY NAME | Giamminuti |
| SIGNATURE | GIAMMINUTI S |
| AFFILIATIONS | Curtin University |
| ORCID | 0000-0002-9101-6942 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Re-viewing Children’s Relations with Waste through Commoning, Worlding and Inheriting
Feminist environmental educators have been calling for new ways of dismantling traditional separations such as nature–culture for reconfiguring human–environment relations. The Common Worlds Research Collective is an interdisciplinary research network made up of educators and researchers that conduct feminist and anticolonial pedagogical and methodological work concerned with more-than-human worlds. This visual essay takes inspiration from the in…
Animating Soil
This article explores young children’s relations with soil, drawing on research that positioned soil as animate, lively and interconnected. The paper investigates how animist approaches offered a mode of encounter for children and their teachers, encouraging them to see themselves as part of a larger ecological community. The research began with a “soil biome immersion” experience where teachers engaged with soil through sensory and arts-based ex…
Unsettling “reduce-reuse-recycle”
This article engages with discard studies scholarship to interrogate findings from a study that set out to deliberately follow wastepaper in an early childhood setting. The study, which used participatory methods positioning teachers and children as research partners, began with purposeful noticing and attunement to paper’s movements and materiality. This attentiveness defamiliarized paper and the ways in which it is known and experienced. It led…
Pedagogical documentation and the refusal of method
This article explores how pedagogical documentation, as the refusal of method, can be aligned with post qualitative inquiry, opening up possibilities for refuting dogmas and methods in early childhood pedagogy, theory, practice, and research. It delineates understandings of pedagogical documentation in the educational project of Reggio Emilia, and describes dogmatic (or unthought) practices which influence perceptions and uses of pedagogical docu…
Early Childhood Educators’ Perspectives on Children’s Rights
There is a need to understand better the role that early childhood educators’ perspectives on children’s rights play in informing pedagogical practice. In the Australian context there is unease regarding the place of children’s rights in current curriculum policy. This article examines how educators’ perspectives on children’s rights inform and influence their pedagogical practice. The ethnographic study reported here involved the participation o…
Early Childhood Educators’ Perspectives on Children’s Rights
There is a need to understand better the role that early childhood educators’ perspectives on children’s rights play in informing pedagogical practice. In the Australian context there is unease regarding the place of children’s rights in current curriculum policy. This article examines how educators’ perspectives on children’s rights inform and influence their pedagogical practice. The ethnographic study reported here involved the participation o…
Early Childhood Educators’ Perspectives on Children’s Rights
There is a need to understand better the role that early childhood educators’ perspectives on children’s rights play in informing pedagogical practice. In the Australian context there is unease regarding the place of children’s rights in current curriculum policy. This article examines how educators’ perspectives on children’s rights inform and influence their pedagogical practice. The ethnographic study reported here involved the participation o…
Pedagogical documentation and the refusal of method
This article explores how pedagogical documentation, as the refusal of method, can be aligned with post qualitative inquiry, opening up possibilities for refuting dogmas and methods in early childhood pedagogy, theory, practice, and research. It delineates understandings of pedagogical documentation in the educational project of Reggio Emilia, and describes dogmatic (or unthought) practices which influence perceptions and uses of pedagogical docu…
Unsettling “reduce-reuse-recycle”
This article engages with discard studies scholarship to interrogate findings from a study that set out to deliberately follow wastepaper in an early childhood setting. The study, which used participatory methods positioning teachers and children as research partners, began with purposeful noticing and attunement to paper’s movements and materiality. This attentiveness defamiliarized paper and the ways in which it is known and experienced. It led…
Animating Soil
This article explores young children’s relations with soil, drawing on research that positioned soil as animate, lively and interconnected. The paper investigates how animist approaches offered a mode of encounter for children and their teachers, encouraging them to see themselves as part of a larger ecological community. The research began with a “soil biome immersion” experience where teachers engaged with soil through sensory and arts-based ex…
Re-viewing Children’s Relations with Waste through Commoning, Worlding and Inheriting
Feminist environmental educators have been calling for new ways of dismantling traditional separations such as nature–culture for reconfiguring human–environment relations. The Common Worlds Research Collective is an interdisciplinary research network made up of educators and researchers that conduct feminist and anticolonial pedagogical and methodological work concerned with more-than-human worlds. This visual essay takes inspiration from the in…
Children's Rights and Participation (4 works) · Environmental Education and Sustainability (3 works) · Sociology (3 works) · Computer Science (2 works) · Documentation (2 works) · Early Childhood Education and Development (2 works) · Engineering (2 works) · Epistemology (2 works) · Ethnography (2 works) · Pedagogy (2 works)