Jayne White staff photo

ProfessorE. Jayne White

Rehua 512
Internal Phone: 91473
It is absurd and potentially unethical to claim we can fully 'know' learners; but the effort of trying constitutes pedagogy at its best

Qualifications

Research Interests

My scholarship brings dialogic philosophy, pedagogy and methodology together to explore new ways of seeing and talking about becomings in education. As co-Director of Pedagogies of Possibility (PoP) and Editor-in-Chief of Video Journal of Education and Pedagogy I invoke a series of provocations, potentialities 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 learners 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 all learners 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

  • Besley T., Jackson L., Peters MA., Devine N., Mayo C., Stewart GT., White EJ., Stengel B., Opiniano GA. and Sturm S. (2023) Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project. Educational Philosophy and Theory 55(3): 272-284. http://dx.doi.org/10.1080/00131857.2021.2015322.
  • Nuttall J., Rooney T., Gunn AC. and White EJ. (2023) The impact of digital documentation platforms on early childhood educators’ work in Australia and New Zealand. Technology, Pedagogy and Education http://dx.doi.org/10.1080/1475939X.2023.2177720.
  • Elwick S. and White EJ. (2022) A paradox of age in early childhood education: A review of the literature and survey of Australian educators working with three-year-old children. Educational Research for Policy and Practice 21(3): 389-406. http://dx.doi.org/10.1007/s10671-022-09311-6.
  • Gunn AC., White EJ. and Williams N. (2022) The status of the image in ECE assessment practice. Teachers' Work 19(1): 15-28. http://dx.doi.org/10.24135/teacherswork.v19i1.341.
  • Jandrić P., Martinez AF., Reitz C., Jackson L., Grauslund D., Hayes D., Lukoko HO., Hogan M., Mozelius P. and Arantes JA. (2022) Teaching in the Age of Covid-19—The New Normal. Postdigital Science and Education 4(3): 877-1015. http://dx.doi.org/10.1007/s42438-022-00332-1.