Jayne White staff photo

ProfessorE. Jayne White

Rehua 512
Internal Phone: 91473
It is not so much a question of ‘being’ dialogic as one of reclaiming what we as humans already possess - the capacity to engage with others.


Research Interests

My scholarship brings dialogic philosophy, pedagogy and methodology together to explore new ways of seeing and talking about our youngest learners and their becomings in education. I invoke a series of provocations 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 infant-sees 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 infants, toddlers and young children 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

Recent Publications

  • 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.
  • 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.