Call for Papers for Special Issue: Sketching Narratives of Movement in Early Childhood Education and Care
Guest Editors: Dr. Emily Ashton (University of Regina), Dr. Iris Berger (University of British Columbia), Esther Maeers (University of Regina), Alexandra Paquette (Université du Québec à Montréal)
For this special issue of in education, we invite submissions that engage with narratives of movement in early childhood education and care (ECEC). In response to the promise of the Federal Government to create a national ECEC system, and despite Canada’s “stop-start relationship to the field of ECEC” (Bezanson, 2018, p. 191), change in ECEC has been occurring at multiscale levels and partnerships. We hope to think about stories of change-happening—of change in movement—in this special issue: Change that can otherwise be described as “flows, rhythms, and intensities” (Pacini-Ketchabaw, 2010). Change can be relentlessly hopeful persistent and relational while simultaneously intermittent, erratic, and contradictory. We are interested in narratives of movement “with minor players that lead us to tell different kinds of stories” about how we might live (Taylor, 2019, p. 341).
To open up multiple lines of inquiry and raise critical questions about the various narratives that have and continue to generate change in ECEC, we invite the following submissions:
- Narratives from educators, children, researchers, advocates,
- Narratives from activists, artists, and decision-makers,
- Reflections from Indigenous and non-Indigenous
- Stories of slow yet substantive changes that have occurred to provoke new understandings of the lived experiences of how “patchwork” and colonial approaches to ECEC are entangled with present conditions of/for change,
- ECEC narratives of resistance and refusal,
- Entangled and situated stories of innovative ECEC practices and policy,
- Pedagogical implications of current and future ECEC narratives,
- Contemplations on possible ECEC futures, and
- Experimentation with temporalities and scalabilities of change.
Conceptual Framework for the Issue
We are inspired by Unangax̂ scholar Eve Tuck’s provocative work on theories of change, which move from damage-based narratives to narratives of desire. Desire-based frameworks are grounded by the question, “How shall we live?” (p. 157). We also invite speculative wonderings that reconfigure future directions and desires for change. These may entail a “commitment to seek what other worlds could be in the making […] while staying with the trouble of our own complicities and implications” (Puig de la Bellacasa, 2017, p. 204). Imaginaries of speculative change may “expand our own visions of what is possible” (Benjamin, 2016, p. 2), and mark a commitment to the uncertain, unpredictability of narratives of movement concerned with creating the world we would rather be in.
Submissions can be in various formats, including scholarly manuscripts, narratives from practice, poetic inquiries, visual formats (photography, video, artistic works, paintings), essays, and book reviews. English, French, and Indigenous languages are invited.
In the submission comments, please indicate your participation in the special ECE issue titled, “Sketching Narratives of Movement in Early Childhood Education and Care.”
Submissions are due July 31, 2022.
 Tuck has written and spoken extensively on theories of change, including Tuck, 2009, 2018; Tuck & McKenzie, 2015; Tuck & Ree, 2013; Tuck & Yang, 2014.
Benjamin, R. (2016). Racial fictions, biological facts: Expanding the sociological imagination through speculative methods. Catalyst: Feminism, Theory, Technoscience, 2(2), 1-28. https://doi.org/10.28968/cftt.v2i2.28798
Bezanson, K. (2018). Feminism, Federalism and Families: Canada’s Mixed Social Policy Architecture. Journal of Law & Equality, 14(1), 169-197. https://jps.library.utoronto.ca/index.php/utjle/article/view/30894
Pacini-Ketchabaw, V. (2010). Flows, rhythms, and intensities of early childhood education curriculum. Peter Lang.
Puig de la Bellacasa, M. (2017). Matters of care: Speculative ethics in more than human worlds. University of Minnesota.
Taylor, A. (2020). Countering the conceits of the Anthropos: scaling down and researching with minor players. Discourse: Studies in the Cultural Politics of Education, 41(3), 340-358. doi: 10.1080/01596306.2019.1583822
Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 75(3), 409–27.
Tuck, E. (2018). Biting the university that feeds us. In M. Spooner & J. McNinch (Eds.), Dissident knowledge in higher education (p. 149-167). University of Regina.
Tuck, E., & McKenzie, M. (2015). Relational validity and the ‘where’ of inquiry: place and land in qualitative research. Qualitative Inquiry. doi:10.1177/1077800414563809
Tuck, E., & Ree, C. (2013). A glossary of haunting. In S. Holman Jones, T. E. Adams, & C. Ellis (Eds.), Handbook of autoethnography (pp. 639–658). Left Coast Press.
Tuck, E., & Yang, K. W. (Eds.). (2014). Youth resistance research and theories of change. Routledge.