Jennifer Sumsion
Dados Biográficos
| ID | 317844 |
|---|---|
| NOME | Jennifer Sumsion |
| PRENOMES | Jennifer |
| SOBRENOME | Sumsion |
| ASSINATURA | SUMSION J |
| AFILIAÇÕES | Charles Sturt University |
| ORCID | 0000-0001-7842-3722 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 98 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1996 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2015 |
| ÍNDICE H | 6 |
Implicit theories and naïve beliefs
This article proposes utilising the theory of practice architectures to uncover and make explicit the beliefs and implicit theories of early childhood educators, as well as to examine the conditions out of which they have emerged. The beliefs and implicit theories of early childhood educators influence many early childhood practices and play a significant role in guiding the pedagogical experiences of children. Aimed at identifying elements of pr…
Lived Spaces of Infant-Toddler Education and Care
An encounter with ‘sayings’ of curriculum
Increased global attention to early childhood education and care in the past two decades has intensified attention on the education of infants and assessment of their learning in education policy. This interest is particularly evident in the focus upon infants in the early childhood curriculum frameworks developed in recent years in many countries. To date, there has been little examination of implications of this policy/curriculum emphasis in re…
Opening up possibilities through team research
This article contributes to the still small corpus of scholarship about team research through a brief literature review and a case study that aims to provide insights into knowledge production within the context of a research team. In mapping theoretical-methodological shifts in the author's understandings of the (im)possibilities of an investigation of infants' lives in early education settings, it describes a form of 'becoming' that offers poss…
Infants in Family Day Care
Family day care (FDC) is child care for a small group of children that occurs in the educator's home. Despite the important role it plays in the international early childhood education and care landscape, particularly for children under three years of age, FDC is currently under-researched. This article examines research about infants (under 19 months of age) in FDC from the past 20 years, using Deleuze and Guattari's concepts of smooth and stria…
Creating Space for Infants to Influence Ecec Practice
The idea that infant participation in research is achievable by researchers ‘voicing’ infants’ experiences and ‘perspectives’ is a central feature of current moves towards participatory research. In this article we offer an alternative. Specifically, we suggest a different point of reference than infants’ own experiences and ‘perspectives’; namely, the encounter between researcher and infant as it unfolds in practice. Drawing from a large-scale s…
Child-Centred, Family-Centred, Decentred
Although the policy context in Australia is conducive to professional collaborations in early years services, understandings of collaboration are highly variable across the domains of research literature, policy and practice. Inconsistent and possibly incompatible approaches to working with children and families, as well as significant philosophical and professional differences, may be disguised by common terminology adopted under the rubric of c…
Pursuing Better Childhoods and Futures through Curriculum
In recent years, globalised curriculum discourses have given rise to local curriculum texts that convey and produce particularised imaginings and narratives, as well as hopes for, and expectations of, young children, their childhoods and their futures. In this article, the authors employ concepts from utopian studies and Deleuzeguattarian concepts of assemblage, rhizomes and lines (supple, rigid and lines of flight) to undertake a preliminary and…
Infants as Others
Increasingly, researchers are trying to understand what daily life is like for infants in non-parental care from the perspectives of the infants themselves. In this article, we argue that it is profoundly difficult, if not impossible, to know how infants experience their worlds with any certainty and, indeed, whether they do or do not possess well-worked out 'perspectives' on their experiences. Three key difficulties are discussed: firstly, the d…
Capacity Building in Early Childhood Education Research in a Regional Australian University
This article presents a case study of successful research capacity building in the field of early childhood education in a non-research intensive, regional Australian university. In a context characterised by substantial political, economic and structural constraints, it illustrates a creative, strategic, and to some extent, transgressive approach to research capacity building inspired, in part, by concepts proffered by social theorist Gilles Del…
Interrogating 'Belonging' in Belonging, Being and Becoming
In this article, the authors interrogate the use of 'belonging' in Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and working with the EYLF in critical and transformative ways. In order to scaffold their interrogation, the authors develop a…
Dark matter
The article reports on a study investigating influences on Australian politicians’ decision making for early childhood education and care (ECEC) policy. The astronomical concept of dark matter is utilised as a metaphor for considering normalising, and therefore frequently difficult to detect and disrupt, influences implicated in politicians’ decision making for ECEC policy. The concept of dark matter connects with and extends Foucauldian conceptu…
Regulation and risk
This article problematises the construction of regulation as an effective manager of risks to children in early childhood education and care (ECEC) services. Adopting a Foucaldian, governmentalist approach to regulation and risk, the authors suggest that governments in Australia have ‘risk colonised’ regulation to meet their own interests rather than make effective use of regulation as a mechanism for quality assurance. They propose that the risk…
Promoting High Quality Early Childhood Education and Care Services
Whilst regulation is utilized by governments in Australia and internationally as a means of promoting quality standards in early childhood education and care (ECEC) services, a growing body of literature is critical of the detrimental effect of this regulation. Drawing on our investigation into early childhood teachers' perceptions of the impact of regulation on quality practices we suggest that the way regulation is constructed limits its capaci…
The corporatization of Australian childcare
This article uses an ethical audit framework proposed by Cribb and Ball to critically analyze the possible implications of the rapid growth of corporatized childcare in Australia. In particular, it seeks to examine how corporatization affects childcare service provision and whether it conflicts with other social goals. Noting the paucity of systematic evidence currently available concerning the impact of corporatization, the article identifies a …
Male teachers in early childhood education
The emergence of community in a preservice teacher education program
Becoming, being and unbecoming an early childhood educator
Critical Reflections on the Experiences of a Male Early Childhood Worker
This article presents a narrative account of one man's experiences during his decade of employment as an early childhood worker. This account is juxtaposed with reflections from feminist and pro-feminist critical perspectives on the reactions, incidents and events he encountered. Tensions between risks and rewards, perceptions of power and powerlessness, and personal and political contexts are explored. These tensions highlight the pervasiveness …
Reflection
This paper reports on a study undertaken by two university‐based teacher educators into an aspect of professional practice. The feasibility and desirability of assessing reflection demonstrated by student teachers studying early childhood literacy was investigated. While reaffirming the importance of developing reflective practitioners, the study highlighted the difficulties of equitably or meaningfully assessing reflection. Use of alternative me…
Interrogating 'Belonging' in Belonging, Being and Becoming
In this article, the authors interrogate the use of 'belonging' in Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and working with the EYLF in critical and transformative ways. In order to scaffold their interrogation, the authors develop a…
The corporatization of Australian childcare
This article uses an ethical audit framework proposed by Cribb and Ball to critically analyze the possible implications of the rapid growth of corporatized childcare in Australia. In particular, it seeks to examine how corporatization affects childcare service provision and whether it conflicts with other social goals. Noting the paucity of systematic evidence currently available concerning the impact of corporatization, the article identifies a …
Critical Reflections on the Experiences of a Male Early Childhood Worker
This article presents a narrative account of one man's experiences during his decade of employment as an early childhood worker. This account is juxtaposed with reflections from feminist and pro-feminist critical perspectives on the reactions, incidents and events he encountered. Tensions between risks and rewards, perceptions of power and powerlessness, and personal and political contexts are explored. These tensions highlight the pervasiveness …
Male teachers in early childhood education
Infants as Others
Increasingly, researchers are trying to understand what daily life is like for infants in non-parental care from the perspectives of the infants themselves. In this article, we argue that it is profoundly difficult, if not impossible, to know how infants experience their worlds with any certainty and, indeed, whether they do or do not possess well-worked out 'perspectives' on their experiences. Three key difficulties are discussed: firstly, the d…
Becoming, being and unbecoming an early childhood educator
Creating Space for Infants to Influence Ecec Practice
The idea that infant participation in research is achievable by researchers ‘voicing’ infants’ experiences and ‘perspectives’ is a central feature of current moves towards participatory research. In this article we offer an alternative. Specifically, we suggest a different point of reference than infants’ own experiences and ‘perspectives’; namely, the encounter between researcher and infant as it unfolds in practice. Drawing from a large-scale s…
Promoting High Quality Early Childhood Education and Care Services
Whilst regulation is utilized by governments in Australia and internationally as a means of promoting quality standards in early childhood education and care (ECEC) services, a growing body of literature is critical of the detrimental effect of this regulation. Drawing on our investigation into early childhood teachers' perceptions of the impact of regulation on quality practices we suggest that the way regulation is constructed limits its capaci…
The emergence of community in a preservice teacher education program
An encounter with ‘sayings’ of curriculum
Increased global attention to early childhood education and care in the past two decades has intensified attention on the education of infants and assessment of their learning in education policy. This interest is particularly evident in the focus upon infants in the early childhood curriculum frameworks developed in recent years in many countries. To date, there has been little examination of implications of this policy/curriculum emphasis in re…
Regulation and risk
This article problematises the construction of regulation as an effective manager of risks to children in early childhood education and care (ECEC) services. Adopting a Foucaldian, governmentalist approach to regulation and risk, the authors suggest that governments in Australia have ‘risk colonised’ regulation to meet their own interests rather than make effective use of regulation as a mechanism for quality assurance. They propose that the risk…
Implicit theories and naïve beliefs
This article proposes utilising the theory of practice architectures to uncover and make explicit the beliefs and implicit theories of early childhood educators, as well as to examine the conditions out of which they have emerged. The beliefs and implicit theories of early childhood educators influence many early childhood practices and play a significant role in guiding the pedagogical experiences of children. Aimed at identifying elements of pr…
Pursuing Better Childhoods and Futures through Curriculum
In recent years, globalised curriculum discourses have given rise to local curriculum texts that convey and produce particularised imaginings and narratives, as well as hopes for, and expectations of, young children, their childhoods and their futures. In this article, the authors employ concepts from utopian studies and Deleuzeguattarian concepts of assemblage, rhizomes and lines (supple, rigid and lines of flight) to undertake a preliminary and…
Capacity Building in Early Childhood Education Research in a Regional Australian University
This article presents a case study of successful research capacity building in the field of early childhood education in a non-research intensive, regional Australian university. In a context characterised by substantial political, economic and structural constraints, it illustrates a creative, strategic, and to some extent, transgressive approach to research capacity building inspired, in part, by concepts proffered by social theorist Gilles Del…
Dark matter
The article reports on a study investigating influences on Australian politicians’ decision making for early childhood education and care (ECEC) policy. The astronomical concept of dark matter is utilised as a metaphor for considering normalising, and therefore frequently difficult to detect and disrupt, influences implicated in politicians’ decision making for ECEC policy. The concept of dark matter connects with and extends Foucauldian conceptu…
Opening up possibilities through team research
This article contributes to the still small corpus of scholarship about team research through a brief literature review and a case study that aims to provide insights into knowledge production within the context of a research team. In mapping theoretical-methodological shifts in the author's understandings of the (im)possibilities of an investigation of infants' lives in early education settings, it describes a form of 'becoming' that offers poss…
Child-Centred, Family-Centred, Decentred
Although the policy context in Australia is conducive to professional collaborations in early years services, understandings of collaboration are highly variable across the domains of research literature, policy and practice. Inconsistent and possibly incompatible approaches to working with children and families, as well as significant philosophical and professional differences, may be disguised by common terminology adopted under the rubric of c…
Reflection
This paper reports on a study undertaken by two university‐based teacher educators into an aspect of professional practice. The feasibility and desirability of assessing reflection demonstrated by student teachers studying early childhood literacy was investigated. While reaffirming the importance of developing reflective practitioners, the study highlighted the difficulties of equitably or meaningfully assessing reflection. Use of alternative me…
Critical Reflections on the Experiences of a Male Early Childhood Worker
This article presents a narrative account of one man's experiences during his decade of employment as an early childhood worker. This account is juxtaposed with reflections from feminist and pro-feminist critical perspectives on the reactions, incidents and events he encountered. Tensions between risks and rewards, perceptions of power and powerlessness, and personal and political contexts are explored. These tensions highlight the pervasiveness …
Becoming, being and unbecoming an early childhood educator
The emergence of community in a preservice teacher education program
Male teachers in early childhood education
The corporatization of Australian childcare
This article uses an ethical audit framework proposed by Cribb and Ball to critically analyze the possible implications of the rapid growth of corporatized childcare in Australia. In particular, it seeks to examine how corporatization affects childcare service provision and whether it conflicts with other social goals. Noting the paucity of systematic evidence currently available concerning the impact of corporatization, the article identifies a …
Promoting High Quality Early Childhood Education and Care Services
Whilst regulation is utilized by governments in Australia and internationally as a means of promoting quality standards in early childhood education and care (ECEC) services, a growing body of literature is critical of the detrimental effect of this regulation. Drawing on our investigation into early childhood teachers' perceptions of the impact of regulation on quality practices we suggest that the way regulation is constructed limits its capaci…
Regulation and risk
This article problematises the construction of regulation as an effective manager of risks to children in early childhood education and care (ECEC) services. Adopting a Foucaldian, governmentalist approach to regulation and risk, the authors suggest that governments in Australia have ‘risk colonised’ regulation to meet their own interests rather than make effective use of regulation as a mechanism for quality assurance. They propose that the risk…
Dark matter
The article reports on a study investigating influences on Australian politicians’ decision making for early childhood education and care (ECEC) policy. The astronomical concept of dark matter is utilised as a metaphor for considering normalising, and therefore frequently difficult to detect and disrupt, influences implicated in politicians’ decision making for ECEC policy. The concept of dark matter connects with and extends Foucauldian conceptu…
Capacity Building in Early Childhood Education Research in a Regional Australian University
This article presents a case study of successful research capacity building in the field of early childhood education in a non-research intensive, regional Australian university. In a context characterised by substantial political, economic and structural constraints, it illustrates a creative, strategic, and to some extent, transgressive approach to research capacity building inspired, in part, by concepts proffered by social theorist Gilles Del…
Interrogating 'Belonging' in Belonging, Being and Becoming
In this article, the authors interrogate the use of 'belonging' in Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and working with the EYLF in critical and transformative ways. In order to scaffold their interrogation, the authors develop a…
Child-Centred, Family-Centred, Decentred
Although the policy context in Australia is conducive to professional collaborations in early years services, understandings of collaboration are highly variable across the domains of research literature, policy and practice. Inconsistent and possibly incompatible approaches to working with children and families, as well as significant philosophical and professional differences, may be disguised by common terminology adopted under the rubric of c…
Pursuing Better Childhoods and Futures through Curriculum
In recent years, globalised curriculum discourses have given rise to local curriculum texts that convey and produce particularised imaginings and narratives, as well as hopes for, and expectations of, young children, their childhoods and their futures. In this article, the authors employ concepts from utopian studies and Deleuzeguattarian concepts of assemblage, rhizomes and lines (supple, rigid and lines of flight) to undertake a preliminary and…
Infants as Others
Increasingly, researchers are trying to understand what daily life is like for infants in non-parental care from the perspectives of the infants themselves. In this article, we argue that it is profoundly difficult, if not impossible, to know how infants experience their worlds with any certainty and, indeed, whether they do or do not possess well-worked out 'perspectives' on their experiences. Three key difficulties are discussed: firstly, the d…
Infants in Family Day Care
Family day care (FDC) is child care for a small group of children that occurs in the educator's home. Despite the important role it plays in the international early childhood education and care landscape, particularly for children under three years of age, FDC is currently under-researched. This article examines research about infants (under 19 months of age) in FDC from the past 20 years, using Deleuze and Guattari's concepts of smooth and stria…
Creating Space for Infants to Influence Ecec Practice
The idea that infant participation in research is achievable by researchers ‘voicing’ infants’ experiences and ‘perspectives’ is a central feature of current moves towards participatory research. In this article we offer an alternative. Specifically, we suggest a different point of reference than infants’ own experiences and ‘perspectives’; namely, the encounter between researcher and infant as it unfolds in practice. Drawing from a large-scale s…
Lived Spaces of Infant-Toddler Education and Care
An encounter with ‘sayings’ of curriculum
Increased global attention to early childhood education and care in the past two decades has intensified attention on the education of infants and assessment of their learning in education policy. This interest is particularly evident in the focus upon infants in the early childhood curriculum frameworks developed in recent years in many countries. To date, there has been little examination of implications of this policy/curriculum emphasis in re…
Opening up possibilities through team research
This article contributes to the still small corpus of scholarship about team research through a brief literature review and a case study that aims to provide insights into knowledge production within the context of a research team. In mapping theoretical-methodological shifts in the author's understandings of the (im)possibilities of an investigation of infants' lives in early education settings, it describes a form of 'becoming' that offers poss…
Implicit theories and naïve beliefs
This article proposes utilising the theory of practice architectures to uncover and make explicit the beliefs and implicit theories of early childhood educators, as well as to examine the conditions out of which they have emerged. The beliefs and implicit theories of early childhood educators influence many early childhood practices and play a significant role in guiding the pedagogical experiences of children. Aimed at identifying elements of pr…
Pedagogy (16 obras) · Sociology (16 obras) · Psychology (15 obras) · Political science (14 obras) · Developmental psychology (13 obras) · Early childhood education (12 obras) · Early Childhood Education and Development (12 obras) · Children's Rights and Participation (11 obras) · Early childhood (9 obras) · Epistemology (7 obras)