Introduction

Hickey-Moody, Anna; Horn, Christine; Willcox, Marissa; Florence, Eloise

doi:10.1007/978-3-030-68060-2_1

Cited by 2 publications

(2 citation statements)

References 29 publications

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“…Though the field benefits from a range of methodological approaches, connecting the lived experiences of diverse children to theory requires adopting methodologies that make space for and center the richness and complexity of children’s lives. Approaches ranging from ethnographic and longitudinal case studies (Compton-Lilly et al, 2017) to participatory action research (Langhout & Thomas, 2010) to arts-based research (Hickey-Moody et al, 2021) can serve these goals. Doing so is imperative to ensure identity theories better attend to and consider theoretical questions that are pertinent to and serve diverse children.…”

Section: Discussionmentioning

confidence: 99%

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

Wagner

2023

Review of Educational Research

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The concept of identity has been used to interrogate a wide range of topics about children’s learning in the content areas, including learning in literacy, math, and science. Despite this, there is a paucity of attention to how the construct of identities is conceptualized across content areas. This systematic integrative review aims to develop an empirically grounded view of how identities are conceptualized in childhood across content areas and to consider the feasibility of a shared conception of content area identities. To do this, the review examines 66 articles on content area identities in early childhood and childhood (birth through Grade 5). Findings show diverse theories are used to examine content area identities in children and at the same time significant consensus in the underlying assumptions about what content area identities are and how they develop. These findings suggest that researchers move away from the current siloed approach to content area identity research and toward a more connected field of study.

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Section: Discussionmentioning

confidence: 99%

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

Wagner

2023

Review of Educational Research

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“…Mapping extinction in this context refers to sourcing data on the native wildlife and botanic life critically impacted by the bushfires and creating visual works that feature their selection as an alternative form of charting threatened species. I have written extensively on inefficient mapping (Duhn et al, 2021; Hickey-Moody et al, 2021; Knight, 2016, 2019a, 2019b, 2020, 2021; Koro-Ljungberg and Knight, 2019) and its use as a methodological protocol for attuning to events and occasions in the world when the world is thought about through post- and speculative theories. ‘Protocol’ refers to a common practice within creative arts whereby strict operational mapping rules that control the practice conditions conversely spark expansive and creative responses (O'Rourke, 2013).…”

Section: Introductionmentioning

confidence: 99%

Inefficiently mapping extinction: A research-creation, practice-led approach to visualising biodiversity loss

Knight

2023

Research in Education

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We are living climate change. The unchecked acceleration of globalisation, colonisation, and extractivism create a world in dire need of change if we are to survive. Crucial now, are critical, geopolitical, and biopolitical discussion and an urgent need for diverse methodologic and pedagogic strategies for action across micro to macro scales. Research-creation, practice-led approaches to action, that work across and with artistic practice, scientific data, and critical and cultural theory can spark activist pedagogic experiences for change. The effective potential of such methodologies is explored via inefficient mapping; a counter-mapping, methodologic protocol, and its use in ‘Mapping Extinction’, a project into the catastrophic biodiversity loss due to the 2019/2020 Australian bushfires. The protocols and visual works produced facilitate discussion on creative practice as educational research into the real impacts of climate change.

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Introduction

Cited by 2 publications

References 29 publications

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

Inefficiently mapping extinction: A research-creation, practice-led approach to visualising biodiversity loss

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