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.

Qualifications

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

  • 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 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.
  • Besley T., Jackson L., Peters MA., Devine N., Mayo C., Stewart GT., White EJ., Stengel B., Opiniano GA. and Sturm S. (2021) Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project. Educational Philosophy and Theory http://dx.doi.org/10.1080/00131857.2021.2015322.
  • 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.