Education is diminished by ‘predictable outcomes’. In exploring the complexities of education, we are opened to innumerable possibilities.
My research is dedicated to raising social justice awareness, with a specific focus upon transformative change and pedagogical possibilities in a wide range of disciplines and research areas. I actively seek to resist approaches to education that limit our appreciation of the complexities of learning and teaching, with a view to disrupting binary and didactic enactments and promoting a pedagogy of attention.
I am currently involved in projects on sustainability, anti-racism commitment, philosophy of education, early childhood education, teacher advocacy, and speculative thinking for educational change. I have research experience focussing upon poststructural analysis of gifted education, morality and ethics education, and conceptualisations of wellbeing. I also have extensive pedagogical experience as an infant and toddler specialist teacher, and in early childhood educational leadership and management.
I am an active and contributing member of the Pedagogies of Possibility group, and seek research investigations that ask questions such as ‘what could be’ and ‘what if’ in order to develop a more socially just world.
I am interested in doctoral candidates that can see their work aligning with my research interests, and I welcome research proposals that may prompt or provoke new thinking about education as a relational undertaking that can promote societal change.
- Medeiros Nogueira G., Delaune A. and Maciel Vahl M. (2022) Currículo da Educação Infantil no Brasil e na Aotearoa Nova Zelândia. Debates em Educação 14: 64-85. http://dx.doi.org/10.28998/2175-6600.2022v14nespp64-85.
- Gibbons A., Peters MA., Delaune A., Jandrić P., Sojot AN., Kupferman DW., Tesar M., Johansson V., Cabral M. and Devine N. (2021) Infantasies: An EPAT collective project. Educational Philosophy and Theory 53(14): 1442-1453. http://dx.doi.org/10.1080/00131857.2020.1860749.
- Delaune A. (2020) Attention and early childhood education. Christchurch. University of Canterbury.
- 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.
- Dean J. and Delaune A. (2019) Supporting young gifted children through transitioning from early childhood education to school. He Kupu 6(1): 19-25.