STAFF PROFILE
Professor E. Jayne White
Position:
Associate Dean Early Childhood Education
College / Portfolio:
Design and Social Context
School / Department:
Education
Phone:
99257912
Email:
jayne.white@rmit.edu.au
Campus:
Bundoora Campus
A fourth-generation pakeha from Aotearoa New Zealand Jayne brings to RMIT a life-long interest in early childhood pedagogies, with a special focus on very young learners. As Associate Dean Early Childhood she leads a team of lively academics who work with early childhood education students and teachers all over the world to better understand and engage with our youngest learners
Jayne is a pioneer in research with infants and toddlers which poses unique methodological challenges and new insights concerning young learners where many pitfalls and potentialities call for specific attention to visual attunement and ethical responsiveness. She crosses multi-disciplinary and theoretical barriers to negotiate historically and contemporary limitations that cast young children as little more than objects for adult scrutiny. Her scholarship informs early childhood curricula internationally and locally. Of particular note is her research concerning dialogic philosophy and pedagogy, including the work of the body and 'I' through innovative visual methodologies and broader examination of educational thought. She coordinates research across several countries, prestigious publications and invitations to share her work with others. Jaynes work has opened up new pathways for empirical and pedagogical engagement with young learners through observation and engagement with alternative perspectives and visual lenses. As the co-editor of the recently launched Springer series "Under three year-olds in policy and practice" she is also supporting other scholars to forge a specialist education agenda for related fields. As inaugural co-editor of the Video Journal of Education and Pedagogy, Vice-President of Association for Visual Pedagogies and director of the Early Years Pedagogy Lab Jayne promotes visual modes of knowledge production and dissemination. As Fellow of Philosophy of Education Society of Australasia (PESA) and Life Member of L'Organisation Pour Le Mondiale Pour L'Prescholaire (OMEP) in NZ she has long-standing influential roles across the field. Taken together, these contributions demonstrate a persistent philosophical, methodological and pedagogical commitment to the field over an extended period of time in both local and global contexts.
Overseeing the ECE research and teaching programmes; research, industry engagement, teaching
Available on weekdays
PhD Education (Monash University)
Master of Education with distinction (Victoria University, Wellington NZ)
Postgraduate Diploma Arts with distinction (Otago University, Dunedin, NZ)
Diploma of Teaching ECE (Otago University, Dunedin, NZ)
Bachelor of Education (Otago University, Dunedin, NZ)
Kindergarten teacher; infant teacher; home-based services coordinator; Ministry of Education (NZ) advisor
- Peters, M.,White, E.,Grierson, E.,Stewart, G.,Devine, N.,Craw, J.,Gibbons, A.,Jandric, P.,Novak, R.,Heraud, R.,Locke, K. (2018). Ten theses on the the shift from (static) text to (moving) image In: Open Review of Educational Research, 5, 56 - 94
- White, E.,Gradovski, M. (2018). Untangling (some) philosophical knots concerning love and care in early childhood education In: International Journal of Early Years Education, 26, 201 - 211
- Gaffney, M.,White, E. (2018). Video activism as political advocacy for social justice: the legacy of professor Anne Smith in education In: Video Journal of Education and Pedagogy, 3, 1 - 8
- White, E.,Redder, B. (2018). Pedagogical dialogues with 2 year olds in "preschool" settings: What do they look like? In: Early Childhood Folio, 22, 14 - 19
- White, E. (2017). Video ethics and young children: An Editorial In: Video Journal of Education and Pedagogy, 2, 1 - 2
- White, E.,Peters, M. (2017). Bakhtin and the Russian Avant Garde in Vitebsk: Creative understanding and the collective dialogue In: Educational Philosophy and Theory, 49, 922 - 939
- Redder, B.,White, E. (2017). Implicating teachers in infant-peer relationships: Teacher answerability through alteric acts In: Contemporary Issues in Early Childhood, 18, 422 - 433
- White, E. (2017). A feast of fools: Mealtimes as democratic acts of resistance and collusion in early childhood education In: Knowledge Cultures, 5, 84 - 96
- White, E. (2017). Special issue: The carnivalesque and democracy across diverse contemporary learning contexts: Introduction: A 'wrong-headed' reading of carnival, democracy and education In: Knowledge Cultures, 5, 11 - 22
- Dalli, C.,White, E. (2016). Group-Based Early Childhood Education and Care for Under-2-Year-Olds: Quality Debates, Pedagogy and Lived Experience In: The SAGE Handbook of Early Childhood Research, SAGE, London, United Kingdom
Early childhood education; pedagogy; dialogue; language; visual; video; methodology; philosophy of education; New Zealand education; assessment; play
- Nature and impacts�of different kids of transition experiences (and associated practices and policies) on young children as they move through their�ECE programmes and on to school. Funded by: Cognition Education Trust from (2019 to 2021)