Sherri-Lynn Yazbeck
Biographic Data
| ID | 6736031 |
|---|---|
| NAME | Sherri-Lynn Yazbeck |
| GIVEN NAMES | Sherri-Lynn |
| FAMILY NAME | Yazbeck |
| SIGNATURE | YAZBECK S |
| AFFILIATIONS | University of Victoria Child Care Services, Victoria, Canada |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Living Speculative Pedagogies as Boundary-Crossing Dialogues
This article shares the experience of expanding what was initiated at the SPARK conference as one example of engaging pedagogical development as an ongoing critically reflective boundary-crossing dialogue. It extends conversations in relation to a climate change inquiry project that explored thinking with trees by revisiting a concept integral to our inquiry—listening— in order to critically interrogate our pedagogical assumptions, actions, and a…
Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)
Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approac…
Facetiming common worlds
Children, educators, and researchers at a child care center in Victoria, Canada and Melbourne, Australia have been collaborating on an early childhood education pedagogical inquiry project that grapples with children’s relations with place and technologies. Resisting narratives of environmental stewardship and instrumental digital education that dominate in the settler colonial contexts of contemporary Canadian and Australian early childhood educ…
Facetiming common worlds
Children, educators, and researchers at a child care center in Victoria, Canada and Melbourne, Australia have been collaborating on an early childhood education pedagogical inquiry project that grapples with children’s relations with place and technologies. Resisting narratives of environmental stewardship and instrumental digital education that dominate in the settler colonial contexts of contemporary Canadian and Australian early childhood educ…
Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)
Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approac…
Facetiming common worlds
Children, educators, and researchers at a child care center in Victoria, Canada and Melbourne, Australia have been collaborating on an early childhood education pedagogical inquiry project that grapples with children’s relations with place and technologies. Resisting narratives of environmental stewardship and instrumental digital education that dominate in the settler colonial contexts of contemporary Canadian and Australian early childhood educ…
Living Speculative Pedagogies as Boundary-Crossing Dialogues
This article shares the experience of expanding what was initiated at the SPARK conference as one example of engaging pedagogical development as an ongoing critically reflective boundary-crossing dialogue. It extends conversations in relation to a climate change inquiry project that explored thinking with trees by revisiting a concept integral to our inquiry—listening— in order to critically interrogate our pedagogical assumptions, actions, and a…
Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)
Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approac…
Pedagogy (3 works) · Sociology (3 works) · Children's Rights and Participation (2 works) · Early childhood education (2 works) · Epistemology (2 works) · Indigenous and Place-Based Education (2 works) · Active listening (1 works) · Art (1 works) · Child Development and Digital Technology (1 works) · Colonialism (1 works)