Jeanne Marie Iorio
Biographic Data
| ID | 6712669 |
|---|---|
| NAME | Jeanne Marie Iorio |
| GIVEN NAMES | Jeanne Marie |
| FAMILY NAME | Iorio |
| SIGNATURE | IORIO J M |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0003-1972-5186 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Thinking with: Relationality and Lively Connections Within Urbanised Outdoor Community Environments
International studies have reported extensively on outdoor learning in bush (Australia) or forest settings (e.g., U.K. and Nordic countries). Yet, limited studies have investigated urbanized environments comprising community facilities and city settings. This study shares early childhood teachers’ exploration and engagement with outdoor community settings in Singapore. Innovative practices emerged in response to the community and context in urban…
Learning with Place©: Pedagogical Leadership for Doing ‘Otherwise’
The Learning with Place© framework is a process for change, grounded in positioning local Place first. Generated from a decade-long post-qualitative inquiry—Learning with Place©—focused on pedagogy and practices, the framework creates the conditions to rethink leadership as ‘otherwise’. In this paper, we will offer pedagogical leadership as relational leadership situated in local Place that encompasses collective thinking and relational professio…
Provoked by Maxine Greene: Starting Hopeful Conversations-as-Doings in Turbulent Times
Sousanis and Suzuki offer a philosophical-aesthetic inquiry to bring forward Maxine Greene’s practice of conversations-as-doing. Greene situated these conversations in the practice of “wide-awakeness” with the hope that people would take up the commitment and responsibility to actively engage with the world. Provoked by Sousanis and Suzuki, we began by rereading Greene’s writing, noting how Greene’s explorations of shadows, violations, and erosio…
Learning with place: Activating speculative fiction for hopeful climate futures
Purpose Climate change is the result of the lack of relationship between humans and the planet. Specifically, we share how we use speculative fiction to create hopeful climate stories that share the practices of the children, teachers, families and communities as they build their own relationships with their local Place and all the living species they live with. Design/methodology/approach The research shared in this paper shares innovative pedag…
Children as capable: Daily plans in a preschool community
Quality, teaching and assessment in early childhood are often steeped in developmental logic and narrow understandings of teaching and learning. Pedagogy situated in agency and complexity disrupts these taken-for-granted narratives and offers multiple ways of teaching, learning and doing. In this article, the authors offer an example of these pedagogies through daily plans. Daily plans are a process of mark-making, deep listening and engagement w…
Teachers as researchers: Life, death, and making waves
In this colloquium we share stories from two schools located in Western Australia that were inspired from the Reggio Emilia education project. The focus is on a view of children as capable citizens of the now. The examples in practice describe learning scenarios in which educators work as researchers using the ordinary moments of daily classroom life. It is in these ordinary moments where a pedagogy of listening is enacted
Going Out and About: Activating children as citizens of the now
This article shares two research projects in the United States and Australia where children and teachers lead their local communities towards living well in precarious times. Rooted in the image of ‘children as citizens of the now’, the research projects offer innovative pedagogies as a way for children to generate meaningful relationships with community and local places. Specifically, children, families, teachers and researchers bring questions …
Going Out and About: Activating children as citizens of the now
This article shares two research projects in the United States and Australia where children and teachers lead their local communities towards living well in precarious times. Rooted in the image of ‘children as citizens of the now’, the research projects offer innovative pedagogies as a way for children to generate meaningful relationships with community and local places. Specifically, children, families, teachers and researchers bring questions …
Going Out and About: Activating children as citizens of the now
This article shares two research projects in the United States and Australia where children and teachers lead their local communities towards living well in precarious times. Rooted in the image of ‘children as citizens of the now’, the research projects offer innovative pedagogies as a way for children to generate meaningful relationships with community and local places. Specifically, children, families, teachers and researchers bring questions …
Teachers as researchers: Life, death, and making waves
In this colloquium we share stories from two schools located in Western Australia that were inspired from the Reggio Emilia education project. The focus is on a view of children as capable citizens of the now. The examples in practice describe learning scenarios in which educators work as researchers using the ordinary moments of daily classroom life. It is in these ordinary moments where a pedagogy of listening is enacted
Children as capable: Daily plans in a preschool community
Quality, teaching and assessment in early childhood are often steeped in developmental logic and narrow understandings of teaching and learning. Pedagogy situated in agency and complexity disrupts these taken-for-granted narratives and offers multiple ways of teaching, learning and doing. In this article, the authors offer an example of these pedagogies through daily plans. Daily plans are a process of mark-making, deep listening and engagement w…
Thinking with: Relationality and Lively Connections Within Urbanised Outdoor Community Environments
International studies have reported extensively on outdoor learning in bush (Australia) or forest settings (e.g., U.K. and Nordic countries). Yet, limited studies have investigated urbanized environments comprising community facilities and city settings. This study shares early childhood teachers’ exploration and engagement with outdoor community settings in Singapore. Innovative practices emerged in response to the community and context in urban…
Learning with Place©: Pedagogical Leadership for Doing ‘Otherwise’
The Learning with Place© framework is a process for change, grounded in positioning local Place first. Generated from a decade-long post-qualitative inquiry—Learning with Place©—focused on pedagogy and practices, the framework creates the conditions to rethink leadership as ‘otherwise’. In this paper, we will offer pedagogical leadership as relational leadership situated in local Place that encompasses collective thinking and relational professio…
Provoked by Maxine Greene: Starting Hopeful Conversations-as-Doings in Turbulent Times
Sousanis and Suzuki offer a philosophical-aesthetic inquiry to bring forward Maxine Greene’s practice of conversations-as-doing. Greene situated these conversations in the practice of “wide-awakeness” with the hope that people would take up the commitment and responsibility to actively engage with the world. Provoked by Sousanis and Suzuki, we began by rereading Greene’s writing, noting how Greene’s explorations of shadows, violations, and erosio…
Learning with place: Activating speculative fiction for hopeful climate futures
Purpose Climate change is the result of the lack of relationship between humans and the planet. Specifically, we share how we use speculative fiction to create hopeful climate stories that share the practices of the children, teachers, families and communities as they build their own relationships with their local Place and all the living species they live with. Design/methodology/approach The research shared in this paper shares innovative pedag…
Sociology (5 works) · Pedagogy (4 works) · Psychology (4 works) · Children's Rights and Participation (3 works) · Indigenous and Place-Based Education (3 works) · Mathematics education (3 works) · Situated (3 works) · Active listening (2 works) · Communication (2 works) · Early Childhood Education and Development (2 works)