Source: http://www.veronicapaciniketchabaw.com/book-chapters/
Timestamp: 2019-04-22 03:21:38+00:00

Document:
Blaise, M., & Pacini-Ketchabaw, V. (in press). Enacting feminist materialist movement pedagogies in the early years. In J. Osgood & K. Robinson (Ed.), Feminists researching gendered childhoods: Generative entanglements. London: Bloomsburry.
Land, N., & Pacini-Ketchabaw, V. (in press). 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. Montreal: McGill Queens Press.
Pacini-Ketchabaw, V., Taylor, A. & Blaise, M. (2016) ‘De-centring the human in multispecies ethnographies’. In C. Taylor & C. Hughes (Eds.) Posthuman Research Practices in Education, Hampshire: 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, New York: 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, New York: Routledge.
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. New York: 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, New York: Routledge.
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: SAGE.
Pacini-Ketchabaw, V. (2014). Crafting new relationships in child and youth care: Human-nonhuman encounters. In K. Gharabaghi & H. Skott-Myhre, 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. (2014). Posthumanist imaginaries for decolonizing early childhood praxis. In M. N. Bloch, B. B. Swadener, and G. S. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism—A reader (pp. 131-142). New York: Peter Lang.
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, Re-situating Canadian early childhood education (pp. 125-145). NY, Peter Lang.
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.
Pacini-Ketchabaw, V., & Bernhard, J. (2012). Revisioning multiculturalism in early childhood education. In N. Howe & L. Prochner (Eds.), Recent perspectives 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.), Recent perspectives 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, N.S.W.: Pademelon Press.
Pacini-Ketchabaw, V. (2011). Developmental theories and child and youth care. In A. Pence & J. White (Eds.), Child and youth care: Critical perspectives on pedagogy, practice and policy (pp. 19-32). Vancouver, BC: 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: 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). NY: Peter Lang.
Pacini-Ketchabaw, V., & Bernhard, J. (2010). The politics of language and educational practices: Promoting truly diverse child care settings. In O. Saracho & Spodek, B. (Eds), Contemporary perspectives in language and cultural diversity in early childhood education (pp. 21-41). Charlotte, NC: Information Age Publishing.
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: 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 / new critical issues in early childhood education (pp. 121-138). 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: Destilig.
Pacini-Ketchabaw, V. (2007). Biculturalism. In R. S. New & M. Cochran (Eds.), Early childhood education: An international encyclopedia (72-75). Westport, CT: Greenwood Publishing Group.
Pacini-Ketchabaw, V. & McIvor, O. (2005). Negotiating bilingualism in early childhood: A study of immigrant families and early childhood practitioner. 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.
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.
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 Books.

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