Call for Articles for eceLINK: The Peer Reviewed Collection

Issue: Spring 2020

Special issue: Common Worlding in Early Childhood Education Special Issue

Guest Editor: Veronica Pacini-Ketchabaw

Exploring children-climate relations, using creative paradigms, is significant at this time given the growing recognition of global ecological challenges and increasing awareness of the climate-related risks children face (Intergovernmental Panel on Climate Change, 2014; UNICEF, 2007, 2015).  There is an urgent need to explore how adults can learn from and with children (Kraftl, 2015), and to identify creative and situated responses to support children’s sustainable living now and as they grow - without perpetuating the colonialism and anthropocentrism of the Anthropocene (Taylor, 2017). This special issue will address these needs through innovative and creative papers that investigate children’s engagement with climate change related issues in creative, hopeful and generative ways.

The salient theoretical construct for this special issue is common worlds (Common Worlds Research Collective, 2018). Children’s common worlds consist of the full gamut of complex relationships, traditions, and legacies that they inherit in the places in which they grow up (Taylor, 2013, 2017). Children’s common worlds include children’s relationships with their immediate natural and built environments, with the other human and nonhuman beings that share these same environments, and, in settler societies, with complex cultural, colonial, and environmental historical traditions and legacies. This inclusive feminist framework, developed by geographer Affrica Taylor, resists the nature/culture divide and situates childhoods within entangled human and nonhuman, social and environmental issues and concerns. Unlike the idealized natural worlds usually associated with Romantic Euro-Western traditions of nature and childhood, common worlds are the actual, messy, unequal, and imperfect worlds real children inherit and co-inhabit along with other human and nonhuman beings and entities (Taylor, 2013, 2017).

The special issue brings common worlds discussions into conversation with those of early childhood pedagogies to enrich narratives of climate change.  Specifically, we invite contributions that engage situated, hopeful, and speculative stories for livable futures within multiple childhood contexts. 

Submission deadlines: Abstracts are due July 1, 2019, and complete papers need to be submitted by September 30, 2019

Please email submissions to: [email protected]

Author Guidelines

Form and Style

Style should be consistent with the Publication Manual of the American Psychological Association (6th Edition). The journal uses Canadian spelling; please consult the Oxford Canadian Dictionary. The editors welcome manuscripts between 5000-8000 words.

• All citations must contain DOI information where relevant.
• An abstract should be included at the start of the manuscript and not exceed 100 words.
• 4-5 keywords should be included following the abstract.
• Footnotes should notbe used. We prefer that endnotes be avoided, but if you find it necessary to include them, please use the Insert Endnote function in Microsoft Word to insert them into your text rather than typing the numbers manually. This will ensure that your endnotes do not get lost in the copyediting process.
• When using names of children in your article, please use pseudonyms and advise us that you have done so.
• Please use Times New Roman 12 pt font and do not use any special formatting or styles.

• Articles should be submitted in Microsoft Word format as per the submission instructions below.

Additional Submission Guidelines

• All author information (including full name, mailing address and biographical information) must be included
  • Please include a brief bio (4-5 sentences) including the author(s) full name, title, professional affiliation, and other relevant information.
• Authors are to obtain releases for use of photographs prior to submitting the manuscript.  Completed photograph permission agreements need to be included in the submission.  
• It is expected that authors will not submit articles to more than one publisher at a time.

Acceptance and Publication

The editor will acknowledge receipt and will review all manuscripts received. The final publication decision rests with the publication co-chairs. Proofs will be sent to the author designated to receive them, and should be corrected and returned immediately. Contributors will be notified when the article has been published.

Editor

The editor reads all of the submissions and sends to reviewers. The editor can’t review, submit or make the final decisions. 

Rachel Langford PhD is an Associate Professor in the School of Early Childhood Studies at Ryerson University. From 2006 to 2016 she served as the director of the School.  She is the principal investigator of SSHRC-awarded project that seeks to theorize and frame a robust and coherent integration of care, ethics of care, and care work into Canadian childcare advocacy, policy, and practice. She is a co-editor of a UBC Press edited volume, Caring for children: social movements and public policy in Canada and the editor of a forthcoming anthology  (Bloomsbury Academic Press) title, Theorizing feminist ethics of care in early childhood practice: Possibilities and dangers. She has also published widely on inclusion in early childhood settings and ECE workforce professionalization.

Publication Co-Chairs 

The co-chairs will liaison between the board and the Editor and, for example, would bring any changes requested by the Editor to the board for consideration. They will also chair the editorial committee that advises on overall content for eceLink.

Laura Coulman, RECE graduated from Ryerson’s Early Childhood Education program in the early 1990s. She completed her MSC in Child Studies at the University of Guelph and is now a PhD Candidate of the Faculty of Education, Western University.

Brooke Richardson completed her Social Science and Humanities Research Council funded Ph.D. in Policy Studies at Ryerson University in 2017 and is currently working as a post-doctoral researcher in the Department of Sociology at Brock University. Brooke has been actively teaching in Ryerson’s School of Early Childhood Studies since 2012, working primarily to develop and teach early childhood education and care policy courses. Her research interests include the discursive representation of childcare in social policy debates, the critical examination of the pan-Canadian childcare movement, care as political practice and the corporatization of the childcare sector. Brooke is also excited to be the current President of the Association of Early Childhood Educators of Ontario and co-chair of the AECEO’s peer-reviewed eceLINK publication.