Catherine Hamm
Dados Biográficos
| ID | 5125527 |
|---|---|
| NOME | Catherine Hamm |
| PRENOMES | Catherine |
| SOBRENOME | Hamm |
| ASSINATURA | HAMM C |
| AFILIAÇÕES | La Trobe University |
| ORCID | 0000-0002-9357-8439 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 13 |
| OBRAS COMO AUTOR | 8 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Heartwork
Purpose At the heart of this article is the intention to do initial teacher education (ITE) with relationships and ethics-based decision-making placed first, so all involved can feel sustained by study, work and learning. This article pays close attention to a course that foregrounds Indigenous worldviews and sustainability to resist and disrupt neoliberal discourses. Design/methodology/approach Karen Martin's concept of coming alongside and Eliz…
Learning with Place©
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…
Learning with place
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
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…
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…
Going Out and About
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 …
Lively Emu dialogues
This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logi…
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…
Lively Emu dialogues
This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logi…
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…
Going Out and About
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 …
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…
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…
Going Out and About
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 …
Lively Emu dialogues
This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logi…
Children as capable
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…
Learning with Place©
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…
Learning with place
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…
Heartwork
Purpose At the heart of this article is the intention to do initial teacher education (ITE) with relationships and ethics-based decision-making placed first, so all involved can feel sustained by study, work and learning. This article pays close attention to a course that foregrounds Indigenous worldviews and sustainability to resist and disrupt neoliberal discourses. Design/methodology/approach Karen Martin's concept of coming alongside and Eliz…
Sociology (6 obras) · Indigenous and Place-Based Education (5 obras) · Children's Rights and Participation (4 obras) · Early childhood education (4 obras) · Pedagogy (4 obras) · Political science (4 obras) · Early childhood (3 obras) · Early Childhood Education and Development (3 obras) · Epistemology (3 obras) · Posthumanist Ethics and Activism (3 obras)