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Professor E. Jayne White

Contact

Department: School of Teacher Education

Email: jayne.white@canterbury.ac.nz

Direct Dial: +64 3 3691473

Office: Rehua 512

Language: English

It is absurd and potentially unethical to claim we can fully 'know' learners; but the effort of trying constitutes pedagogy at its best
About
Research / Creative works
Supervision
Projects
Methods & Equipment

Fields of Research

  • Early Childhood Education
  • Infants and toddlers
  • Visual philosophy and method
  • Dialogic Pedagogy
  • Critical visual literacies
  • Video methods
  • Visual ethics
  • International perspectives on quality ECE
  • Infant transitions
  • Social and emotional well-being
  • Play

Researcher Summary

My scholarship brings dialogic philosophy, pedagogy and methodology together to explore new ways of seeing and talking about becomings in education. As co-Director of Pedagogies of Possibility (PoP) and Editor-in-Chief of Video Journal of Education and Pedagogy I invoke a series of provocations, potentialities and possibilities concerning the work of the eye (and the co-constituted 'I') through visual technologies at my disposal, and in contemplation of educational thought and practice. I seek to retain the mystery of learners while supporting teachers to linger lovingly with those they seek to understand. I view this as a dialogic agenda for all who work with young lives, and actively work to collapse binaries that otherwise limit the potential for all learners to be taken very seriously, on their own terms, in educational spaces for learning. For this reason I work closely with language beyond words, play beyond romantic ideals and technologies for unimaginable futures. In doing so I advance visual pedagogies as an important portal for critical engagement with what we see.

I am currently actively seeking PhD students in all aspects of early learning scholarship.

My own research focus spans the following areas:
• Early Childhood Education
• Visual philosophy, ethics and method
• Dialogic Pedagogy and Philosophy
• Critical visual literacies
• Infant and toddler reconceptualisations in and for education
• International perspectives on quality ECE

Subject Area: Disciplines

  • Education: Early Childhood; Assessment and Evaluation; Pedagogy; Philosophy of Education; Childhood Development; Teacher Education; Teacher Learning
  • Visual Arts and Crafts: Moving Image/Media; Photography

Resources

  • Association for Visual Pedagogies

Prizes and Awards

Displaying all items.
    Distinction
  • PESA PhD Award ( 2010 - 2011)
  • Fellowship
  • Honorary Member OMEP ( 2017 - present )
  • PESA Fellow ( 2014 - present )

Research/Scholarly/Creative Works

Journal Articles
  • Elwick S. and White EJ. (2022) A paradox of age in early childhood education: A review of the literature and survey of Australian educators working with three-year-old children. Educational Research for Policy and Practice 21(3): 389-406. http://dx.doi.org/10.1007/s10671-022-09311-6.
  • Gunn AC., White EJ. and Williams N. (2022) The status of the image in ECE assessment practice. Teachers' Work 19(1): 15-28. http://dx.doi.org/10.24135/teacherswork.v19i1.341.
  • Jandrić P., Martinez AF., Reitz C., Jackson L., Grauslund D., Hayes D., Lukoko HO., Hogan M., Mozelius P. and Arantes JA. (2022) Teaching in the Age of Covid-19—The New Normal. Postdigital Science and Education 4(3): 877-1015. http://dx.doi.org/10.1007/s42438-022-00332-1.
  • Oropilla CT., Ødegaard EE. and White EJ. (2022) Visibilizing Everyday Intergenerational Engagements: Philippines in 2020 Lockdown. Video Journal of Education and Pedagogy 7(1): 1-21. http://dx.doi.org/10.1163/23644583-bja10032.
  • White EJ. (2022) Utterance chains: A dialogic route to speculative thinking-with toddlers in the Chthulucene. Global Studies of Childhood 12(3): 249-262. http://dx.doi.org/10.1177/20436106221117573.
  • Besley T., Jackson L., Peters MA., Devine N., Mayo C., Stewart GT., White EJ., Stengel B., Opiniano GA. and Sturm S. (2021) Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project. Educational Philosophy and Theory http://dx.doi.org/10.1080/00131857.2021.2015322.
  • Peters MA. and White EJ. (2021) In the domain of the image. Educational Philosophy and Theory 53(7): 677-682. http://dx.doi.org/10.1080/00131857.2021.1909446.
  • Peters MA., White EJ., Besley T., Locke K., Redder B., Novak R., Gibbons A., O’Neill J., Tesar M. and Sturm S. (2021) Video ethics in educational research involving children: Literature review and critical discussion. Educational Philosophy and Theory 53(9): 863-880. http://dx.doi.org/10.1080/00131857.2020.1717920.
  • Westbrook F. and White J. (2021) One ring to rule them all? Locating discourse in Aotearoa New Zealand early childhood education curriculum. Policy Futures in Education 19(4): 424-437. http://dx.doi.org/10.1177/1478210320973122.
  • Westbrook F., Hunkin E. and White J. (2021) Lost in translation: An experiment with MEMEs for research translation in Australian early childhood education and care (ECEC) contexts: Researchtranslation. Video Journal of Education and Pedagogy 65(3) http://dx.doi.org/10.1163/23644583-bja10019.
  • White EJ. (2021) Mikhail Bakhtin: a two-faced encounter with child becoming(s) through dialogue. Early Child Development and Care 191(7-8): 1277-1286. http://dx.doi.org/10.1080/03004430.2020.1840371.
  • White EJ. and Gradovski M. (2021) The legacy of the suprematist square for a sensing pedagogy: A non-objective creative contemplation for education. Educational Philosophy and Theory 53(7): 740-748. http://dx.doi.org/10.1080/00131857.2020.1861939.
  • White EJ., Rooney T., Gunn AC. and Nuttall J. (2021) Understanding how early childhood educators ‘see’ learning through digitally cast eyes: Some preliminary concepts concerning the use of digital documentation platforms. Australasian Journal of Early Childhood 46(1): 6-18. http://dx.doi.org/10.1177/1836939120979066.
  • White EJ., Westbrook F., Hawkes K., Lord W. and Redder B. (2021) (In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC. Contemporary Issues in Early Childhood http://dx.doi.org/10.1177/14639491211027904.
  • Peters MA., Jayne White E., Tesar M., Gibbons A., Arndt S., Rutanen N., Degotardi S., Salamon A., Browne K. and Redder B. (2020) Infantologies. An EPAT collective writing project. Educational Philosophy and Theory http://dx.doi.org/10.1080/00131857.2020.1835648.
  • Tesar M., Peters MA., White EJ., Arndt S., Charteris J., Fricker A., Johansson V., Sturm S., Hood N. and Madjar A. (2020) Infanticides: The unspoken side of infantologies. Educational Philosophy and Theory http://dx.doi.org/10.1080/00131857.2020.1854730.
  • WHITE EJ. (2020) Visual Surplus of Seeing Play in ece: Beyond the Ontologic Trap? Beijing International Review of Education 2(2): 197-210. http://dx.doi.org/10.1163/25902539-00202004.
  • White EJ., Rutanen N., Marwick H., Amorim KS., Karagiannidou E. and Herold LKM. (2020) Expectations and emotions concerning infant transitions to ECEC: international dialogues with parents and teachers. European Early Childhood Education Research Journal 28(3): 363-374. http://dx.doi.org/10.1080/1350293X.2020.1755495.
  • (2019) The Future of Teaching in 500 Words or More. Beijing International Review of Education 1(2-3): 233-258. http://dx.doi.org/10.1163/25902539-00102001.
  • (2018) 22(2) http://dx.doi.org/10.18296/ecf.222.2018.
  • Gaffney M. and White EJ. (2018) Video activism as political advocacy for social justice: The legacy of professor Anne Smith in education. Video Journal of Education and Pedagogy 3(1) http://dx.doi.org/10.1186/s40990-018-0017-z.
  • Peters MA., Besley T. and White J. (2018) Education as philosophies of engagement. Educational Philosophy and Theory 50(5): 444-447. http://dx.doi.org/10.1080/00131857.2017.1398523.
  • Peters MA., White EJ., Grierson E., Stewart G., Devine N., Craw J., Gibbons A., Jandrić P., Novak R. and Heraud R. (2018) Ten theses on the the shift from (static) text to (moving) image. Open Review of Educational Research 5(1): 56-62. http://dx.doi.org/10.1080/23265507.2018.1470768.
  • Rutanen N., de Souza Amorim K., Marwick H. and White J. (2018) Tensions and challenges concerning ethics on video research with young children - Experiences from an international collaboration among seven countries. Video Journal of Education and Pedagogy 3(1) http://dx.doi.org/10.1186/s40990-018-0019-x.
  • White EJ. (2018) Past the post: contemplating a proto philosophy of the ‘moving’ image. Open Review of Educational Research 5(1): 86-89.
  • White EJ. and Gradovski M. (2018) Untangling (some) philosophical knots concerning love and care in early childhood education. International Journal of Early Years Education 26(2): 201-211. http://dx.doi.org/10.1080/09669760.2018.1458602.
  • Brandist C., Gardiner ME., White J. and Mika C. (2017) Bakhtin in the fullness of time: Bakhtinian theory and the process of social education. Educational Philosophy and Theory 49(9): 849-853. http://dx.doi.org/10.1080/00131857.2016.1227208.
  • Degotardi S., Page J. and White EJ. (2017) (Re)conceptualising relationships in infant-toddler pedagogy. Contemporary Issues in Early Childhood 18(4): 355-361. http://dx.doi.org/10.1177/1463949117742760.
  • Jandrić P., Devine N., Jackson E., Peters MA., Lăzăroiu G., Mihăilă R., Locke K., Heraud R., Gibbons A. and Grierson E. (2017) Collective writing: An inquiry into praxis. Knowledge Cultures 5(1): 85-108. http://dx.doi.org/10.22381/KC5120177.
  • Lensmire TJ. and White EJ. (2017) Special issue: The carnivalesque and democracy across diverse contemporary learning contexts: Introduction: A 'wrong-headed' reading of carnival, democracy and education. Knowledge Cultures 5(3): 11-22. http://dx.doi.org/10.22381/KC5320171.
  • Redder B. and White EJ. (2017) Implicating teachers in infant–peer relationships: Teacher answerability through alteric acts. Contemporary Issues in Early Childhood 18(4): 422-433. http://dx.doi.org/10.1177/1463949117742782.
  • White EJ. (2017) A feast of fools: Mealtimes as democratic acts of resistance and collusion in early childhood education. Knowledge Cultures 5(3): 84-96. http://dx.doi.org/10.22381/KC5320177.
  • White EJ. (2017) Video ethics and young children. Video Journal of Education and Pedagogy 2(1) http://dx.doi.org/10.1186/s40990-017-0012-9.
  • White EJ. and Peters MA. (2017) Bakhtin and the Russian Avant Garde in Vitebsk: Creative understanding and the collective dialogue. Educational Philosophy and Theory 49(9): 922-939. http://dx.doi.org/10.1080/00131857.2016.1167657.
  • Peters MA. and White EJ. (2016) The video journal and visual pedagogies: In the age of visual cultures. Video Journal of Education and Pedagogy 1(1) http://dx.doi.org/10.1186/s40990-016-0008-x.
  • Peters MA., Jandrić P., Irwin R., Locke K., Devine N., Heraud R., Gibbons A., Besley T., White J. and Forster D. (2016) Towards a philosophy of academic publishing. Educational Philosophy and Theory 48(14): 1401-1425. http://dx.doi.org/10.1080/00131857.2016.1240987.
  • White EJ. (2016) A Philosophy of Seeing: The Work of the Eye/‘I’ in Early Years Educational Practice. Journal of Philosophy of Education 50(3): 474-489. http://dx.doi.org/10.1111/1467-9752.12158.
  • White EJ. (2016) More than meets the “I”: A polyphonic approach to video as dialogic meaning-making. Video Journal of Education and Pedagogy 1(1) http://dx.doi.org/10.1186/s40990-016-0002-3.
  • White EJ., Peter M., Sims M., Rockel J. and Kumeroa M. (2016) First-year practicum experiences for preservice early childhood education teachers working with birth-to-3-year-olds: An Australasian experience. Journal of Early Childhood Teacher Education 37(4): 282-300. http://dx.doi.org/10.1080/10901027.2016.1245221.
  • White J., Ranger G. and Peter M. (2016) Two year olds in ECE: A policy issue for New Zealand? Early Childhood Folio 20: 10-15. http://dx.doi.org/10.18296/ecf.0024.
  • Claiborne LB., Cornforth S., Milligan A. and White J. (2015) Collaborative Research to Support Reflexive Feminist Professional Work. Open Review of Educational Research 2(1): 267-281. http://dx.doi.org/10.1080/23265507.2015.1103663.
  • White EJ. (2015) Bringing Dialogism to Bear in the Early Years. International Journal of Early Childhood 47(2): 213-216. http://dx.doi.org/10.1007/s13158-015-0145-x.
  • White EJ. (2015) Introduction to Bakhtin at the boundaries? Knowledge Cultures 3(4): 11-16.
  • White EJ. (2015) Seeing is Believing? Insights from Young Children in Nature. International Journal of Early Childhood 47(1): 171-188. http://dx.doi.org/10.1007/s13158-014-0118-5.
  • White EJ. (2015) Who is Bakhtin? International Journal of Early Childhood 47(2): 217-219. http://dx.doi.org/10.1007/s13158-015-0144-y.
  • White EJ. and Redder B. (2015) Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter. Early Child Development and Care 185(11-12): 1783-1800. http://dx.doi.org/10.1080/03004430.2015.1028386.
  • White EJ., Peter M. and Redder B. (2015) Infant and teacher dialogue in education and care: A pedagogical imperative. Early Childhood Research Quarterly 30(PA): 160-173. http://dx.doi.org/10.1016/j.ecresq.2014.10.008.
  • White EJ., Redder B. and Peter M. (2015) The Work of the Eye in Infant Pedagogy: A Dialogic Encounter of ‘Seeing’ in an Education and Care Setting. International Journal of Early Childhood 47(2): 283-299. http://dx.doi.org/10.1007/s13158-015-0139-8.
  • White J. (2015) Red-flagging who? Combative agendas concerning infants in New Zealand ECE. Teachers' Work 11(2): 159-165. http://dx.doi.org/10.24135/teacherswork.v11i2.51.
  • Farquhar S. and White EJ. (2014) Philosophy and Pedagogy of Early Childhood. Educational Philosophy and Theory 46(8): 821-832. http://dx.doi.org/10.1080/00131857.2013.783964.
  • Jayne White E. and Pramling-Samuelsson I. (2014) Global crisis: Local reality?: An international analysis of ‘crisis’ in the early years. Educational Philosophy and Theory 46(9): 1036-1051. http://dx.doi.org/10.1080/00131857.2014.931007.
  • Marjanovic-Shane A. and White EJ. (2014) When the footlights are off: a Bakhtinian interrogation of play as postupok†. International Journal of Play 3(2): 119-135. http://dx.doi.org/10.1080/21594937.2014.931686.
  • White EJ. (2014) 'Are You 'Avin a Laff?': A pedagogical response to Bakhtinian carnivalesque in early childhood education. Educational Philosophy and Theory 46(8): 898-913. http://dx.doi.org/10.1080/00131857.2013.781497.
  • White EJ. (2014) Bakhtinian Dialogic and Vygotskian Dialectic: Compatabilities and contradictions in the classroom? Educational Philosophy and Theory 46(3): 220-236. http://dx.doi.org/10.1111/j.1469-5812.2011.00814.x.
  • White EJ. (2014) Concluding Commentary: Response to Eugene and Kiyo. Dialogic Pedagogy: An International Online Journal 2 http://dx.doi.org/10.5195/dpj.2014.126.
  • White EJ. (2014) Postgraduate boundary crossings? Knowledge Cultures 2(1): 15-22.
  • Jayne White E. (2013) Cry, Baby, cry: A dialogic response to emotion. Mind, Culture, and Activity 20(1): 62-78. http://dx.doi.org/10.1080/10749039.2012.692107.
  • White EJ. (2013) Wegerif's 21st century advance on dialogic space. Dialogic Pedagogy: An International Online Journal 1 http://dx.doi.org/10.5195/dpj.2013.15.
  • White J. (2013) A response to a response: Answerability in action. Knowledge Cultures 1(2): 166-169.
  • White J. (2013) Circles, borders and chronotope: Education at the boundary? Knowledge Cultures 1(2): 145-160.
  • White EJ. (2011) Response to the School of the Dialogue of Cultures as a Dialogic Pedagogy. Journal of Russian & East European Psychology 49(2): 77-82. http://dx.doi.org/10.2753/rpo1061-0405490212.
  • Rosewarne S., Jayne White E. and Wright L. (2010) Exploring transition through collective biographical memory work: Considerations for parents and teachers in early childhood education. Australian Journal of Early Childhood 35(3): 24-32. http://dx.doi.org/10.1177/183693911003500304.
Authored Books
  • (2022) First Transitions to Early Childhood Education and Care. Springer International Publishing. http://dx.doi.org/10.1007/978-3-031-08851-3.
  • (2020) Seeing the World through Children’s Eyes. BRILL. http://dx.doi.org/10.1163/9789004433328.
  • Gradovski M., Ødegaard., Rutanen., Sumsion., Mika C. and White EJ. (2019) The first 1000 days of early childhood: Becoming. 148.
  • (2017) Theories of Early Childhood Education. Routledge. http://dx.doi.org/10.4324/9781315641560.
  • (2017) Under-three Year Olds in Policy and Practice. Springer Singapore. http://dx.doi.org/10.1007/978-981-10-2275-3.
  • Farrell A., Kagan S. and Tisdall E. (2015) The SAGE Handbook of Early Childhood Research. SAGE Publications Ltd. http://dx.doi.org/10.4135/9781473920859.
  • White E. and Jarvis J. (2013) Preface. 1-88. http://dx.doi.org/10.4135/9781473915176.
  • (2011) Educational Research with Our Youngest. Springer Netherlands. http://dx.doi.org/10.1007/978-94-007-2394-8.
Chapters
  • Jandrić P., Devine N., Jackson L., Peters MA., Lăzăroiu G., Mihăilă R., Locke K., Heraud R., Gibbons A. and Grierson E. (2021) Collective writing: An inquiry into praxis. The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X: 55-77.
  • Peters MA., Jandrić P., Irwin R., Locke K., Devine N., Heraud R., Gibbons A., Besley T., White EJ. and Forster D. (2021) Towards a philosophy of academic publishing. The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X: 3-37.
  • Peters MA., White EJ., Besley T., Locke K., Redder B., Novak R., Gibbons A., O'Neill J., Tesar M. and Sturm S. (2021) Video ethics in educational research involving children: Literature review and critical discussion. The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X: 292-313.
  • Peters MA., White EJ., Grierson E., Stewart G., Devine N., Craw J., Gibbons A., Jandrić P., Novak R. and Heraud R. (2021) Ten theses on the shift from (static) text to (moving) image. The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X: 220-259.
  • White EJ. (2019) Teacher-Infant Dialogue as Pedagogy. Encyclopedia of Teacher Education: 1-5.Springer Singapore. http://dx.doi.org/10.1007/978-981-13-1179-6_77-1.
  • Dalli C. and White EJ. (2017) Policy and Pedagogy for Birth-to-Three Year Olds. Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations: 1-14.Springer Singapore. http://dx.doi.org/10.1007/978-981-10-2275-3_1.
  • White EJ. (2017) Mikhail Bakhtin: Dialogic language and the early years. Theories of Early Childhood Education: Developmental, Behaviorist, and Critical: 131-148. http://dx.doi.org/10.4324/9781315641560.
  • White EJ. (2017) The ‘work of the eye’ in infant research: A visual encounter. International Perspectives on Early Childhood Education and Development: 123-136. http://dx.doi.org/10.1007/978-981-10-3197-7_9.
  • White EJ. and Pramling-Samuelsson I. (2017) Global crisis: Local reality?: An international analysis of 'Crisis' in the early years. Troubling the Changing Paradigms: An Educational Philosophy and Theory Early Childhood Reader: 77-94. http://dx.doi.org/10.4324/9781315105314.
  • White JE. and Redder B. (2017) A dialogic approach to understanding infant interactions. Interactions in Early Childhood Education: Recent Research and Emergent Concepts: 81-98. http://dx.doi.org/10.1007/978-981-10-4879-1_7.
  • Ødegaard EE. and White EJ. (2016) Bildung: Potential and Promise in Early Childhood Education. Encyclopedia of Educational Philosophy and Theory: 1-7.Springer Singapore. http://dx.doi.org/10.1007/978-981-287-532-7_57-1.
  • White EJ. (2016) Heteroglossia as a dialogic route to metaphoricity in education. Edusemiotics - A Handbook: 207-220. http://dx.doi.org/10.1007/978-981-10-1495-6_15.
  • Dalli C. and White EJ. (2015) Group-Based Early Childhood Education and Care for Under-2-Year-Olds: Quality Debates, Pedagogy and Lived Experience. The SAGE Handbook of Early Childhood Research: 36-54.SAGE Publications Ltd. http://dx.doi.org/10.4135/9781473920859.n3.
  • White EJ. (2014) A dialogic space in early childhood education: Chronotopic encounters with people, places and things. Lived Spaces of Infant-Toddler Education and Care: Exploring Diverse Perspectives on Theory, Research and Practice: 211-223. http://dx.doi.org/10.1007/978-94-017-8838-0_16.
  • White E. and Jarvis J. (2013) The pedagogy of teacher educators. School-Based Teacher Training: A Handbook for Tutors and Mentors: 25-33. http://dx.doi.org/10.4135/9781473915176.n4.
  • White E. and Jarvis J. (2013) The professional development of teacher educators. School-Based Teacher Training: A Handbook for Tutors and Mentors: 3-8. http://dx.doi.org/10.4135/9781473915176.n1.
  • White J., Ellis F., O’Malley A., Rockel J., Stover S. and Toso M. (2009) Play and Learning in Aotearoa New Zealand Early Childhood Education. Play and Learning in Early Childhood Settings: 19-49.Springer Netherlands. http://dx.doi.org/10.1007/978-1-4020-8498-0_2.

Student Supervision

Displaying all items.
    Current
  • PhD - Oropilla C: PhD Thesis (2022)
  • PhD - Westbook F: Early Childhood in the Public Square: Teacher Agency in Conversation with Political Dialogue (2022)
  • Completed
  • PhD - Heraud R: The innovative subject in education: A philosophical perspective (2014)
  • PhD - Novak R: Seeing play through the virtual looking glass: Immersive video method (2021)
  • PhD - Pace R: The metaphysics of quality: An inquiry into quality within the polytech and private training sector (2019)
  • PhD - Redder B: Teacher pedagogy as an act of moral answerability: A self-study of an infant teacher's answerable acts in infant pedagogy in New Zealand ECEC (2018)
  • PhD - Stratford R: igher education and the anthropocene: Towards an ecological approach to higher education policy in New Zealand (2019)

Future Research

  • Playful possibilities for ECE
  • Critical visual inquiry for ECE assessment practice
  • Spatial design thinking as pedagogy
  • International perspectives on early transitions
  • Infantologies - a pedagogical project for Aotearoa

Key Methodologies

  • Dialogic methodology
  • Visual methodology
  • Polyphonic video method
  • Video analysis
  • Critical visual literacies framworks
  • Philosophy as method
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