Book Chapters

Pacini-Ketchabaw, V., Khattar, R., & Montpetit, M. (2019). Reconfiguring early childhood education: Common worlding pedagogies. In S. Jagger (Ed.), Early years education and care in Canada: A historical and philosophical overview. Toronto, ON: Canadian Scholars’ / Women’s Press.

Pacini-Ketchabaw, V., & Hennessy, S. (2020). Childhood. In D. Cook (Ed.), The SAGE encyclopedia of children and childhood studies. Thousand Oaks, CA: SAGE.

Pacini-Ketchabaw, V., Khattar, R., & Black, S. (2020). Childhood and nature. In D. Cook (Ed.), The SAGE encyclopedia of children and childhood studies. Thousand Oaks, CA: SAGE.

Jobb, C., MacAlpine, K., & Pacini-Ketchabaw, V. (2019). Educators experimenting with common world pedagogies in the age of ecological crisis. In L. Gibbs & M. Gasper (Eds.), Challenging the intersection of policy with pedagogy (pp. 35–48). London, UK: Routledge.

Pacini-Ketchabaw, V., & Boucher, K. (2019). Claying: Attending to earth’s caring relations. In B. D. Hodgins (Ed)., Feminist research for 21st-century childhoods: Common worlds methods (pp. 25–34). London, UK: Bloomsbury.

Blaise, M., & Pacini-Ketchabaw, V. (2019). Enacting feminist materialist movement pedagogies in the early years. In J. Osgood & K. Robinson (Ed.), Feminists researching gendered childhoods: Generative entanglements (pp. 109–120). London, UK: Bloomsbury.

MacAlpine, K., & Pacini-Ketchabaw, V. (2019). Overview of early childhood education (Canada). In R. Heydon & M. Waniganayake (Ed.), Bloomsbury education and childhood studies: Early childhood education. London, UK: Bloomsbury. doi:10.5040/9781474209441.0047

Land, N., & Pacini-Ketchabaw, V. (2019). Creepers, pixels, and the nether: Performing Minecraft worlds. In D. Fancy & H. Skott-Myhre, Immanence, politics, and the aesthetic: Thinking revolt in the 21st century (pp. 91–108). Montreal, QC: McGill-Queen’s University Press.

Skott-Myhre H., Pacini-Ketchabaw V., & Kalfleish L. (2018). Towards a pedagogy of immanence: Transversal revolts under neoliberal capitalism. In D. Cole & J. Bradley (Eds.), Principles of transversality in globalization and education (pp. 97–114). Singapore: Springer.

Taylor, A., & Pacini-Ketchabaw, V. (2018). Learning with children, ants, and worms in the Anthropocene: towards a common world pedagogy of multispecies vulnerability. In J. Ringrose, K. Warfield, & S. Zarabadi (Eds.), Feminist posthumanisms, new materialisms and education (pp. 125–147). London, UK: Routledge.

Pacini-Ketchabaw, V., Taylor, A. & Blaise, M. (2016). De-centring the human in multispecies ethnographies. In C. Taylor & C. Hughes (Eds.), Posthuman research practices (pp. 149–167). Basingstoke, UK: Palgrave Macmillan.

Taylor, A., & Pacini-Ketchabaw, V. (2015). Unsettling the colonial places and spaces of early childhood education in settler colonial societies. In V. Pacini-Ketchabaw & A. Taylor (Eds.) Unsettling the colonialist places and spaces of early childhood education (pp. 1–18). New York, NY: Routledge.

Pacini-Ketchabaw, V., & Taylor, A. (2015). Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands. In V. Pacini-Ketchabaw & A. Taylor (Eds.), Unsettling the colonialist places and spaces of early childhood education (pp. 43–62). New York, NY: Routledge.

Pacini-Ketchabaw, V., & Nxumalo, F. (2014). Posthumanist imaginaries for decolonizing early childhood praxis. In M. N. Bloch, B. B. Swadener, & G. S. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism—A reader (pp. 131–142). New York, NY: Peter Lang.

Pacini-Ketchabaw, V. (2014). Postdevelopmental perspectives on play: Postcolonial and anti-racist approaches to research. In L. Brooker, S. Edwards, & M. Blaise (Eds.), The SAGE handbook of play and learning in early childhood (pp. 67–78). London, UK: SAGE.

Pacini-Ketchabaw, V. (2014). Crafting new relationships in child and youth care: Human-nonhuman encounters. In K. Gharabaghi & H. Skott-Myhre (Eds.), With children and youth: Emerging theories, practices, and discussions in child and youth care work (pp. 101–120). Waterloo, ON: Wilfrid Laurier University Press.

Pacini-Ketchabaw, V., & Nxumalo, F. (2013). Regenerating research partnerships in early childhood education: A non-idealized vision. In J. Duncan & L. Conner (Eds.), Research partnerships in early childhood education: Teachers and researchers in collaboration (pp. 11–26). New York, NY: Palgrave Macmillan.

Kummen, K., Pacini-Ketchabaw, V., & Thompson, D. (2013). Making developmental knowledge stutter and stumble: Continuing pedagogical explorations with collective biography. In V. Pacini-Ketchabaw & L. Prochner (Eds.), Resituating Canadian early childhood education (pp. 125–145). New York, NY: Peter Lang.

Pacini-Ketchabaw, V., & Bernhard, J. (2012). Revisioning multiculturalism in early childhood education. In N. Howe & L. Prochner (Eds.), New directions in early childhood education and care in Canada (pp. 159–181). Toronto, ON: University of Toronto Press.

Pence, A., & Pacini-Ketchabaw, V. (2012). The ‘Investigating Quality’ project: Innovative approaches in early childhood. In N. Howe & L. Prochner (Eds.), New directions in early childhood education and care in Canada (pp. 229–244). Toronto, ON: University of Toronto Press.

Pacini-Ketchabaw, V., & Nxumalo, F. (2012). Unpacking racialization through pedagogical documentation: Exploring nomadic practices. In J. Robertson, A. Fleet, C. Patterson, & J. Robertson (Eds.), Conversations: Behind early childhood pedagogical documentation (pp. 259–272). Sydney, Australia: Pademelon Press.

Pacini-Ketchabaw, V. (2011). Developmental theories and child and youth care. In A. Pence & J. White (Eds.), New perspectives in child and youth care (pp. 19–32). Vancouver: UBC Press.

Pacini-Ketchabaw, V., & Kocher, L. (2011). Destabilizing binaries in early childhood education: The possibilities of pedagogical documentation. In P. Danaher (Ed.), Beyond binaries in education research (pp. 46–59). New York, NY: Routledge.

Pacini-Ketchabaw, V. (with F. Nxumalo) (2010). A curriculum for social change: Experimenting with politics of action or imperceptibility. In V. Pacini-Ketchabaw (Ed.), Flows, rhythms, and intensities of early childhood education curriculum (pp. 133–154). New York, NY: Peter Lang.

Bernhard, J., & Pacini-Ketchabaw, V. (2010). The politics of language and educational practices: Promoting truly diverse child care settings. In O. Saracho & B. Spodek (Eds.), Contemporary perspectives in language and cultural diversity in early childhood education (pp. 21–41). Charlotte, NC: Information Age.

Pacini-Ketchabaw, V., & Pence, A. (2010). A journey of beginnings: From the Stockholm Project to the Investigating ‘Quality’ Project and beyond. In M.A. Colliander, L. Strahle, & C. Wehner-Godee (Eds.), Om varden och omvarlden: pedagogic I praktik och teori med inspiration fran Reggio Emilia [Valuing the world: Pedagogical practice and theory with inspiration from Reggio Emilia] (pp. 251–263). Stockholm, Sweden: Stockholm University Press.

Pacini-Ketchabaw, V., & Viruru, R. (2010). The ambivalence of citizenship in early childhood education: Anti-racist, transnational feminist and postcolonial contributions. In G. Cannella & L. D. Soto (Eds.), Childhoods: A handbook (pp. 265–280). New York, NY: Peter Lang.

Pence, A., & Pacini-Ketchabaw, V. (2010). Investigating ‘Quality’ Project: Opening possibilities in early childhood education policies and practices. In N. Yelland (Ed.), Contemporary perspectives on early childhood education (pp. 121–138). Maidenhead, UK: Open University Press.

Pacini-Ketchabaw, V., Kocher, L., Sanchez, A., & Chan, C. (2009). Rhizomatic stories of immanent becomings and intra-activity: Professional development reconceptualized. In L. Iannacci & P. Whitty (Eds.), Early childhood curricula: Reconceptualist perspectives (pp. 87–119). Calgary, AB: Detselig.

Pacini-Ketchabaw, V. (2007). Biculturalism. In R. S. New & M. Cochran (Eds.), Early childhood education: An international encyclopedia (pp. 72–75). Westport, CT: Greenwood.

Pacini-Ketchabaw, V., & Pence, A. (2005). The reconceptualizing movement in Canadian early childhood education, care and development. In V. Pacini-Ketchabaw & A. Pence (Eds.), Canadian early childhood education: Broadening and deepening discussions of quality (pp. 5–20). Ottawa, ON: Canadian Child Care Federation.

Pacini-Ketchabaw, V. & McIvor, O. (2005). Negotiating bilingualism in early childhood: A study of immigrant families and early childhood practitioners. In V. Pacini-Ketchabaw & A. Pence (Eds.), Canadian early childhood education: Broadening and deepening discussions of quality (pp. 109–126). Ottawa, ON: Canadian Child Care Federation.

Sale, L., Sliz, L., & Pacini-Ketchabaw, V. (2003). Creating an inclusive climate for newly arrived students. In S. Schecter & J. Cummins (Eds.), Multilingual education in practice: Using diversity as a resource (pp. 17–31). Portsmouth, NH: Heinemann.