Jeanne Marie Iorio's research while affiliated with University of Melbourne and other places
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Publications (34)
In response to dominant discourses of quality and an over-reliance on humancentric practice, the Learning with Place framework emerges as an innovative way to rethink practices, structures, and policies within education and beyond. ‘Learning with Place’ views the local Place as agentic, recognising Place as inclusive of local First Nations knowledg...
This year’s edition of the Arts and Learning Research Journal represents a landmark—the 25th anniversary edition. Twenty-five years, dozens of editors, over 100 writers, and over 2,500 copies distributed worldwide—an amazing feat for a group of passionate arts educators who believe as we do in the life altering importance and centrality of the arts...
In this colloquium we share stories from two schools located in Western Australia that were inspired from the Reggio Emilia education project. The focus is on a view of children as capable citizens of the now. The examples in practice describe learning scenarios in which educators work as researchers using the ordinary moments of daily classroom li...
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 com...
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 pedag...
After World War II, in a city in the of Reggio Emilia, Italy, a collective of women and the National Liberation Committee (CLN) came together to start a school.
In a recent Australian first-year early childhood teachers education course focused on the study of development, students shared negative feedback stating that they were not taught developmental psychology within the structure of the course.
Writing in response to Hannah Arendt’s Men in Dark Times (1968), Philosopher Maxine Greene notes Arendt’s understanding of the need for light—“a space where in which light can be shed on what is happening and what is being said”.
Some persons of a desponding spirit are in great concern about that vast number of academics using the university as a place to voice opinions, disrupt neoliberalism, and question the establishment under the guise of academic freedom, and we have been desired to employ our thoughts what course may be taken to ease higher education of so grievous an...
The practice of hope, and in particular students, academics, and administrators acting as public intellectuals has relevance beyond schools of education. How do we move our ideas to a large scale? How do we engage the many students across the university? As we continued to talk about our work with colleagues, people said to us, you need to talk to...
A very worthy person, an administrator, and whose virtues we highly esteem, is another cog in this neoliberal machine. As the manager of the institute of higher education discoursing on this matter to offer refinement upon our scheme. His position of supporting the thinking student and academic will be conceived that the want of thinking will be we...
We were always an unlikely pair of collaborators. Our partnership first begins as we, two faculty members from separate campuses in different fields, meet over coffee at a local cafe. It is so hot on this day, of course Hawaiʻi is a warm place, but for some reason, this cafe seems to be the hottest spot on Oahu.
This book examines the restructuring of universities on the basis of neoliberal models, and provides a vision of the practice of hope in higher education as a means to counteract this new reality. The authors present a re-imagined version of Jonathan Swift’s “A Modest Proposal” to highlight the absurdity of policy trends and decisions within higher...
Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an i...
Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethinking these relationships and in particular, the r...
This article considers the role of early childhood education within these uncertain times of human induced climate change. It draws from feminism and environmental humanities to experiment with different ways of becoming-with the world. By bringing together Donna Haraway’s figure of the Modest Witness and Deborah Bird Rose’s notion of witnessing, t...
Recent and increasing efforts to standardize young children’s academic performance have shifted the emphases of education toward normative practices and away from qualitative, substantive intentions. Connection to human experience, compassion for societal ailments, and the joys of learning are straining under the pressure of quantitative research,...
Emergent curriculum is present in many early childhood classrooms but sharing the deep thoughts, reflections and actions of young children engaged in emergent curriculum is often hindered by the use of traditional report cards. Through the use of year-long preschool stories, teachers write about these young children using the children's thought pro...
The television is on. Music can be heard and children are captured playing on the playground. The camera pans and the feet of a child are visible, shackled at the ankles. The camera moves to bring the child into full view. The young girl is dressed in an orange prison jumpsuit with shackles on her wrists as well as the previous noted ankle restrain...
This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.
Arts are an expectation in early childhood classrooms — traditionally, visual art, music, drama, and movement. The variety of understandings of art and aesthetic experiences shape approaches to arts education, particularly with young children. Attempts to define the aesthetic experience refer to the presence of an object, most commonly a work of ar...
As teachers, researchers, caregivers, and people who take care of young children, we are often in conversation with children. These conversations are complex, filled with child and adult interactions. Further, both the child and the adult hold various levels of power, and work as a group within the interaction. As an artist and early childhood educ...
Citations
... And still, as an IRPP emergent community, we remain disquieted and find that what we do to educate and to foster moderation in material reconsumption and also to engender an ethos of caring means that we are still in deep places of trouble (Iorio et al., 2018). Our core project and research team stay in dialogue weekly, negotiating our space, place, philosophy, and what to do next. ...
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... To this end, I employ an emerging body of anticolonial (Nxumalo, 2015(Nxumalo, , 2018(Nxumalo, , 2019Todd, 2016) and posthumanist and new materialist research to reconsider unexamined educational notions (Barad, 2003;Braidotti, 2013;Lenz Taguchi, 2010b;Myers, 2014Myers, , 2015Pacini-Ketchabaw, 2012;Rautio, 2013). I propose that engaging with children's unconventional storytelling offers a method to center experimentation and surprise in the reconceptualizing of early childhood education, and to encounter knowledges beyond the standard and conventional (Iorio & Parnell, 2015a). ...
... Such an analytical approach embraces the spirit of examining children's literature through an affective lens as it allows for what Deleuze and Guattari (1987) call "lines of flight" (p. 3), or those agentic actions that "deterritorialize established structures as various elements are melded temporarily into new opportunities and configurations" (Iorio & Parnell, 2018;p. 112). ...
... That is, the values and pedagogical approaches in children's learning must be engaged as thoughtfully and intentionally as content understandings often are. The whys and hows of education construct what is deemed relevant and irrelevant, as well as what is rendered invisible to the "here and now" of children's lives (Apple, 2004;Iorio & Parnell, 2015;Nxumalo et al., 2011;Tesar, 2015). For us, the here and now includes not only the present reality of human communities (Mitchell, 1934(Mitchell, /1991, but also the ecological place in which communities have come to be. ...
... Instead, their voices were channeled through their custodians, reporting their experiences and interpreting their opinions and ideas. Today the idea of children as "beings" instead of "becomings", as active social agents instead of passive objects, has been embraced and acknowledged by most researchers in the field of the sociology of children (Kyritsi, 2019;Parnell and Iorio, 2016). Childhoods as well as the children themselves are recognized as varied, complex, and pluralist in appearance, with their own rights as expressed by the UN Convention on the Rights of the Child, which in Sweden has been promulgated into a law. ...
... Sitting alongside this literature is the growing body of work on affective citizenship (Ayata, 2019;Fortier, 2016;Ho, 2009;Mookherjee, 2005;Zembylas, 2013) which attests to the central role of affect in citizen subject formation. There has been increasing interest in how citizenship is produced through embodied and affective phenomena and the constitutive role that more-than-human entities play in this production (Alldred & Fox, 2019a;Harris et al., 2021;Hickey-Moody et al., 2021;Iorio et al., 2022). Within youth studies, this interest is being mobilised through a citizenship-as-belonging frame. ...
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... Exploring the history and evolution of undergraduate degrees in outdoor related fields, provides context to my study, allowing a better understanding of less traditional academic disciplines. The history of outdoor education and subsequent undergraduate provision dates from the late 1960s (Stott 2015). Research evolved with Barnes (2004: 21) exploring what goes into an outdoor education degree and asking the question 'are we getting it right?' ...
... Values enshrined in African communitarianism should be reconstituted, imparted and instilled in the minds of the youth to enhance a sense of communitarian belonging (cf. Lorio, Hamm, Parnell & Quintero, 2017). ...
... A central aim of this paper is to demonstrate how multispecies collaboratories work without reinscribing colonial logics that undergird dominant approaches to children's geographies and childhood studies (Bang et al. 2014;Blaise, Hamm, and Iorio 2017;Pacini-Ketchabaw, Taylor, and Blaise 2016;Sundberg 2014). If, as we claim, multispecies collaboratories are hopeful spaces for promoting new understandings of children's more-than-human entanglements, we ought to start by asking: hopeful for whom? ...
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... In this sense, interactions between adults and children influence interpretations of what has happened (Lenz Taguchi, 2010;Merewether, 2018). This process was understood in Iorio's (2006) work as an aesthetic conversation. ...
