H Knight
Biographic Data
| ID | 70654 |
|---|---|
| NAME | H Knight |
| GIVEN NAMES | H |
| FAMILY NAME | Knight |
| SIGNATURE | KNIGHT H |
| AFFILIATIONS | Ontario Institute for Studies in Education, University of Toronto, ON, Canada |
| ORCID | 0000-0001-6173-6650 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Can't trace time: The temporal politics of childhood
In this special issue on multidisciplinary explorations of childhood and temporality, we add to a growing body of literature that critiques linear time's injurious effects on children. As an illusion that produces the stable, traceable child subject, we argue that adherence to a temporal essence reduces capacities for childhood and childhood studies. The articles in this special issue illuminate cripped, queered, affective, lingering, and diffrac…
Histories of childhood and man: Implications for childhood studies
Childhood studies is a field invested in history. This article positions histories of childhood within the context of anticolonial theory of the human, grounding the emergence of dominant Western stories of childhood in relation to Sylvia Wynter's theorization of Man. Weaving together critical theory, theorizations of childhood, and epistemological challenges to childhood studies, this work illustrates the ways that childhood becomes knowable thr…
Centering the problem child: Temporality, colonialism, and theories of the child
What would it mean to center theories of the child around those who are evacuated from childhood? I propose the idea of the “problem child” as an encapsulation of those who are constructed outside of Western understandings of childhood. In this essay, I explore how the problem child illuminates colonial entanglements between childhood and constructions of time, and the implications this holds for theories of the child. To do so, I position Carla …
Imagining institutions of man: Constructions of the human in the foundations of Ontario public schooling curriculum
In this essay, I analyse Egerton Ryerson’s proposed curriculum for the first state-led mass public educational system in Ontario. Egerton Ryerson, Chief Superintendent of Schools in Upper Canada during the wide-scale proliferation of state schooling across Turtle Island, produced proposals for “universal” common schools, as well as proposals for residential schools for Indigenous students, segregated schooling for Black students and institutional…
Refuge 30.1 (General Issue) Print Copy
This is an accessible copy of issue 30.1. It was certified by a CPWA-certified accessibility professional as meeting or exceeding all accessibility conformance requirements with respect to: WCAG 2.0 Level A and AA WCAG 2.1 Level A and AA PDF/UA (David Berman Communications 13 October, 2025)
Centering the problem child: Temporality, colonialism, and theories of the child
What would it mean to center theories of the child around those who are evacuated from childhood? I propose the idea of the “problem child” as an encapsulation of those who are constructed outside of Western understandings of childhood. In this essay, I explore how the problem child illuminates colonial entanglements between childhood and constructions of time, and the implications this holds for theories of the child. To do so, I position Carla …
Histories of childhood and man: Implications for childhood studies
Childhood studies is a field invested in history. This article positions histories of childhood within the context of anticolonial theory of the human, grounding the emergence of dominant Western stories of childhood in relation to Sylvia Wynter's theorization of Man. Weaving together critical theory, theorizations of childhood, and epistemological challenges to childhood studies, this work illustrates the ways that childhood becomes knowable thr…
Imagining institutions of man: Constructions of the human in the foundations of Ontario public schooling curriculum
In this essay, I analyse Egerton Ryerson’s proposed curriculum for the first state-led mass public educational system in Ontario. Egerton Ryerson, Chief Superintendent of Schools in Upper Canada during the wide-scale proliferation of state schooling across Turtle Island, produced proposals for “universal” common schools, as well as proposals for residential schools for Indigenous students, segregated schooling for Black students and institutional…
Refuge 30.1 (General Issue) Print Copy
This is an accessible copy of issue 30.1. It was certified by a CPWA-certified accessibility professional as meeting or exceeding all accessibility conformance requirements with respect to: WCAG 2.0 Level A and AA WCAG 2.1 Level A and AA PDF/UA (David Berman Communications 13 October, 2025)
Centering the problem child: Temporality, colonialism, and theories of the child
What would it mean to center theories of the child around those who are evacuated from childhood? I propose the idea of the “problem child” as an encapsulation of those who are constructed outside of Western understandings of childhood. In this essay, I explore how the problem child illuminates colonial entanglements between childhood and constructions of time, and the implications this holds for theories of the child. To do so, I position Carla …
Imagining institutions of man: Constructions of the human in the foundations of Ontario public schooling curriculum
In this essay, I analyse Egerton Ryerson’s proposed curriculum for the first state-led mass public educational system in Ontario. Egerton Ryerson, Chief Superintendent of Schools in Upper Canada during the wide-scale proliferation of state schooling across Turtle Island, produced proposals for “universal” common schools, as well as proposals for residential schools for Indigenous students, segregated schooling for Black students and institutional…
Can't trace time: The temporal politics of childhood
In this special issue on multidisciplinary explorations of childhood and temporality, we add to a growing body of literature that critiques linear time's injurious effects on children. As an illusion that produces the stable, traceable child subject, we argue that adherence to a temporal essence reduces capacities for childhood and childhood studies. The articles in this special issue illuminate cripped, queered, affective, lingering, and diffrac…
Histories of childhood and man: Implications for childhood studies
Childhood studies is a field invested in history. This article positions histories of childhood within the context of anticolonial theory of the human, grounding the emergence of dominant Western stories of childhood in relation to Sylvia Wynter's theorization of Man. Weaving together critical theory, theorizations of childhood, and epistemological challenges to childhood studies, this work illustrates the ways that childhood becomes knowable thr…
Sociology (4 works) · Children's Rights and Participation (3 works) · Early Childhood Education and Development (3 works) · Psychology (3 works) · Childhood studies (2 works) · Colonialism (2 works) · Developmental psychology (2 works) · Gender Studies (2 works) · Gender Studies (2 works) · History (2 works)