Articles

Pacini-Ketchabaw, V., & MacAlpine, K. A. (2022). Queer Synthetic Curriculum for the Chthulucene: Common Worlding Waste Pedagogies. Catalyst: Feminism, Theory, Technoscience, 8(1).

Nxumalo, F., & Pacini-Ketchabaw, V. (2022). Centering Black life in Canadian early childhood education. Gender and Education, 1-13.

D. Vintimilla, C., Pacini-Ketchabaw, V., & Land, N. (2021). Manifesting living knowledges: A pedagogists’ working manifesto. Journal of Curriculum and Pedagogy, 1-10.

Pacini-Ketchabaw, V., & Blaise, M. (2021). Feminist ethicality in child-animal research: worlding through complex stories. Children's Geographies, 1-12.

Pacini-Ketchabaw, V., Vintimilla, C. D., & Berry, A. (2021). Cañari children, cows and milk production: Toward ch’ixi temporalities in the Andes. Childhood, 28(2), 203-215.

Pacini-Ketchabaw, V. (2021). Witnessing Encounters: A Response to Nicole Ineese-Nash’s “Ontologies of Welcoming”. Occasional Paper Series, 2021(45), 5.

Pacini-Ketchabaw, V., & Prentice, S. (2021). Early Childhood Education in Canada During a Pandemic. Journal of Childhood Studies, 1-2.

Vintimilla, C. D., & Pacini-Ketchabaw, V. (2021). On Becoming a Pedagogist: Brief Thoughts on Pedagogical Documentation. The Pedagogist Network Magazine, no, 2.

Vintimilla, C. D., & Pacini-Ketchabaw, V. (2020). Weaving pedagogy in early childhood education:  On openings and their foreclosure. Harvard Education Review. 22 pp 

Berry, A., Vintimilla, C.D., & Pacini-Ketchabaw, V. (2020). Interrupting purity in Andean early childhood education: Documenting the impurities of a river. Equity and Excellence in Education

Land, N., Vintimilla, C.D., Pacini-Ketchabaw, V., & Angus, L. (2020). Propositions toward educating pedagogists: Decentering the child. Contemporary Issues in Early Childhood. 25 pp

Pacini-Ketchabaw, V., & Moss, P. (2020). Early Childhood Pedagogy: Veronica Pacini-Ketchabaw Interviews Peter Moss. Journal of Childhood Studies, 98-111.

Kind, S., Vintimilla, C. D., & Pacini-Ketchabaw, V. (2018, September). Material choreographies: Fabric as a living language of exchange. Innovations in Early Education: The International Reggio Emilia Exchange, 40–51.

Berry, A., Do Nascimento, A., & Pacini-Ketchabaw, V. (2018). Pedagogies of care: Thinking-with and paying attention. CYC-Online: Journal of the International Child & Youth Care Network, 235, 49–57.

Nelson, N., Pacini-Ketchabaw, V., & Nxumalo, F. (2018). Rethinking nature-based approaches in early childhood: Common worlding practices. Journal of Childhood Studies, 43(1), 4–14.

White, J., Kouri, S., Pacini-Ketchabaw, V. (2017). Risking attachments in teaching child and youth care in twenty-first-century settler colonial, environmental and biotechnological worlds. International Journal of Social Pedagogy, 6(1), 43–63.

Nxumalo, F., & Pacini-Ketchabaw, V. (2017). 'Staying with the trouble' in child-insect-educator common worlds.  Environmental Education Research, 23(10), 1414-1426.

Taylor, A., & Pacini-Ketchabaw, V. (2017). Kids, raccoons, and roos: Awkward encounters and mixed affects. Children’s Geographies, 15(2), 131-145.

Pacini-Ketchabaw, V., & Taylor, A. (2016). Common world childhoods. Oxford Bibliographies in Childhood Studies. DNI: 10.1093/OBO/9780199791231-0174.

Pacini-Ketchabaw, V., & Kummen, K. (2016). Shifting temporal frames in children’s common worlds in the Anthropocene.  Contemporary Issues in Early Childhood, 17(4), 431–441.

Pacini-Ketchabaw, V., & Clark, V. (2016). Following watery relations in early childhood pedagogies. Journal of Early Childhood Research,14(1), 98–111.

Pacini-Ketchabaw, V. & Nxumalo, F. (2015).  Unruly raccoons and troubled educators: Nature/culture divides in a childcare centre. Environmental Humanities, 7, 151-168.    

Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture & Society.

Pacini-Ketchabaw, V., Nxumalo, F., & Rowan, M.C. (2014). Researching neoliberal and neocolonial assemblages in early childhood education. International Review of Qualitative Research, 7(1), 39-57.

Pacini-Ketchabaw, V., di Tomasso, L., & Nxumalo, F. (2014). Bear-child stories in late liberal colonialist spaces of childhood. Canadian Children, 38(3), 26–55.

Clark, V., Pacini-Ketchabaw, V., & Hodgins, D. (2014). Thinking with paint: Troubling settler colonialisms through early childhood art pedagogies. International Journal of Child, Youth & Family Studies, 5(4.2), 751-781.

Pacini-Ketchabaw, V., & Clark, V. (2014). Following watery relations in early childhood pedagogies. Journal of Early Childhood Research. 

Pacini-Ketchabaw, V. (2013). Frictions in forest pedagogies: Common worlds in settler colonial spaces. Global Studies of Childhood, 4(1), 355–365. 

Pacini-Ketchabaw, V. (2013). Politicizing transitions in early childhood. Global Studies of Childhood, 3(3), 221–229.

Pacini-Ketchabaw, V. (2012).  Acting with the clock: Clocking practices in early childhood.  Contemporary Issues in Early Childhood, 13(2), 154-160.

Pacini-Ketchabaw, V. (2012). Postcolonial entanglements: Unruling stories. Child & Youth Services, 33, 313-316.

Lee, J-A., & Pacini-Ketchabaw, V. (2011). Immigrant girls as caregivers to younger siblings: A transnational feminist analysis. Gender and Education,23(2), 105-119.

Pacini-Ketchabaw, V., Pence, A. (2011). The postmodern curriculum: Making space for historically and politically situated understandings. Australian Journal of Early Childhood, 36(1), 4-8.

Pacini-Ketchabaw, V., Nxumalo, F., Rowan, C. (2011). Nomadic research practices in early childhood: Interrupting racisms and colonialisms. Reconceptualizing Educational Research Methodology,2(1).

Nxumalo, F., Pacini-Ketchabaw, V., & Rowan, C. (2011). Lunch time at the child care centre: Neoliberal assemblages in early childhood education.  Journal of Pedagogy, 2(2), 195-223.

Pacini-Ketchabaw, V., Kummen, K., & Thompson, D. (2010). Becoming intimate with developmental knowledge: Pedagogical explorations with collective biography. The Alberta Journal of Educational Research, 56(3), 335-354.

Pence, A.R. & Pacini-Ketchabaw, V. (2010). Both/And: Reflections on recent Anglo/western early childhood curriculum statements. International Journal of Child Care and Education Policy, 4(2), 15-24.

Pacini-Ketchabaw, V., & Berikoff, A. (2008). The politics of difference and diversity: From young children’s violence to creative power expressions. Contemporary Issues in Early Childhood, 9(3), 256-264.

Pence, A., & Pacini-Ketchabaw, V. (2008). Discourses on quality care: The Investigating ‘Quality’ project and the Canadian experience. Contemporary Issues in Early Childhood,9(3), 241-255.

Pacini-Ketchabaw, V. (2007). Child care and multiculturalism: A site of governance marked by flexibility and openness. Contemporary Issues in Early Childhood, 8(3), 222-232.

Pacini-Ketchabaw, V. (2007). Racialized migrant women’s narratives on child care: An anti-racist, transnational feminist analysis.  International Journal of Equity and Innovation in Early Childhood Education, 5(1), 69-88.

Pacini-Ketchabaw, V., Kocher, L., Berger, I., Isaac, K., & Mort, J. (2007). Thinking differently about ‘quality’ in British Columbia: Dialogue with Reggio Emilia early childhood project.  Canadian Children, 32(1), 4-11.   

Pacini-Ketchabaw, V. (2006). Rethinking the history of Ontario day nurseries: Loci for intervention, regulation and administration. Child and Youth Care Forum, 35(2), 159-182.

Pacini-Ketchabaw, V. (2006). Continuing the rethinking of the history of Ontario day nurseries: Loci for intervention, regulation and administration. Child and Youth Care Forum, 35(2), 183-204.

Pacini-Ketchabaw, V., & Armstrong de Almeida, A.-E. (2006). Language discourses and ideologies at the heart of early childhood education. International Journal of Bilingual Education and Bilingualism, 9(3), 310-341.

Pacini-Ketchabaw, V., White, J., & Armstrong de Almeida, A.-E. (2006). Racialization in early childhood: A critical analysis of discourses in policies.  International Journal of Educational Policy, Research, & Practice: Reconceptualizing Childhood Studies, 7, 95-113.

Pacini-Ketchabaw, V. (2005). The meanings embedded within child care regulations: A historical analysis. Contemporary Issues in Early Childhood, 6(1), 41-53.

Pacini-Ketchabaw, V., & Schecter, S. (2002). Engaging the discourse of diversity: Educators’ frameworks for working with linguistic and cultural differences. Contemporary Issues in Early Childhood, 3(3), 400-414.

Pacini-Ketchabaw, V., Bernhard, J. K., & Freire, M. (2001). Struggling to preserve home language: The experiences of Latin American families in the Canadian school system. Bilingual Research Journal, 25(1 & 2), 115-145.  

Bernhard, J. K., Freire, M., & Pacini-Ketchabaw, V. (2000). Apoyo a la participación de padres en las escuelas primarias: Un estudio etnográfico de un grupo latinoamericano en Canada. Education Policy Analysis Archives, 8(52).

Bernhard, J. K., Pollard, J., Chud, G., Vukelich, G., & Pacini-Ketchabaw, V. (2000). The regulation of multi-age groupings in Canadian centre-based child care settings: An analysis of provincial and territorial policies, legislation and regulations. Canadian Journal of Research in Early Childhood Education, 8(3), 7-22.

Bernhard, J. K., Freire, M., Pacini-Ketchabaw, V., & Villanueva, V. (1998). A Latin American parents’ group participates in their children’s schooling: Parent involvement reconsidered. Canadian Ethnic Studies, 30(3), 77-98.

Pacini, V. (1998). Preschoolers’ name as transitional object. Canadian Children, 23(1), 34-37.