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Recent years have seen international and national policy intensification in early childhood education (ECE). This has manifested in multiple ways, including the design and implementation of increasingly prescriptive curricular policies. Against this backdrop some early educators are pushing back. Drawing on work from their recent enquiries and doctoral studies, the authors surface less visible pockets of resistance, highlighting actions taken 'under the radar' to respond to such policy demands. Taking the form of a dialogue between two ECE researchers, this paper explores the actions of a number of educators who found subversive ways which circumvent, mediate and disrupt demands upon them. These multiple, 'below the surface' subversions and resistances illustrate ethical pedagogical decision-making in action.

This article asks the question of what documentation is doing, rather than what documentation means in the context of early childhood education. By focusing on the documentation of a young child's playful exploration with water that inhabits a classroom wall, new materialist theories are put to work to ponder documentation's agentive capacities and intra-activities. What is argued is that documentation is inviting powerful creating and resisting actions that offer senses of belonging for a child. Consequently, it is proposed that teachers both shift from and overlay matters of fact and matters of concern. The implication is that documentation can be put to work in influential ways when its actions (rather than meanings) within spaces are foregrounded. This article offers original contributions to contemporary debates regarding agentive readings of documentation practices that can influence forms of ethical and flourishing pedagogies in a policy climate that can otherwise confine.

What do doors do? Open Close Invite In Shut Out Jam Stick Wedge open Welcome: Entice and Invite Offer a glimpse into Bar SLAM SHUT Get kicked in Get kicked shut Splinter Warp Hang Sit ajar Gently linger in our minds Cause hurt and separation Affecting thoughts Moments of joy or pain Longing, Waiting Fearful longing, Fearful waiting, Anticipating Wondering Haunting "Come-on-in" This article is based on research-creation experimentations arising from the provocations "what do doors do?" and "how do doors matter?" We ponder how knowledge-making practices come to life when you take a little time to notice the mattering of doors. We use collaborative feminist praxis to generate arts-based post-qualitative entanglements as generative invitations for door storying that illuminate the potentialities of commoning practices. [ABSTRACT FROM AUTHOR]

In putting posthuman theories to work, we shift our gaze beyond the human in two early education classrooms to imagine walls as palimpsests. By thinking-with palimpsests, we imagine walls as multi-layered agentic objects that do more than hold shifting configurations of documentation. Thinking-with walls as palimpsests enables us to make-sense of walls in relation to the past and present through multiple materialities, spaces and times. With this experimental and playful writing, we story wall encounters through stretching our attention to the everydayness of the human-non-human-more-than-human life of walls. In offering up two wall stories, we move our gaze to zoom in and out of walls' mundanities to materialize encounters. Other kinds of knowledge can be made and remade with different kinds of noticing that take seriously non-human mundanities of time, space and matter with wall storyings. Taking a seriously playful, and speculative, approach we leave our musings of the wall stories unfinished so that new knowledge, and unthought thoughts can be made. We offer provocations for you, dear reader, to take into dialogue with your own walls. [ABSTRACT FROM AUTHOR]

Reflexivity is recognized as an important constituent in how teachers build their professional knowledge and develop their pedagogical practice. However, less is known about the function that emotions play in the reflexive process and how these emotions can act as a catalyst to mobilize action that can create spaces for small activisms. Implicit activisms are here understood to involve small-scale gestures, such as speaking against discrimination, that can support notions of social justice. In this article, a reading of emotions is undertaken to explore how emotions such as discomfort can influence the speed and type of reaction for an early childhood specialist teacher during peer-to-peer mentoring. The concept of emotional geography is used to understand the way emotions relate to the distancing of others in one teacher's professional life and mobilize small-scale activism that can be interpreted as politically motivated.

This paper is a reflective study of a collaborative research experience involving four colleagues. We discuss our experiences to consider how to develop a supportive collegial relationship at a time when working in higher education is often framed as competitive and focused upon defined 'outputs'. To make the analysis we explore the role of language in positioning us as Foucauldian subjects, we consider how self-identity is visually and orally produced within the sharing of life history narratives and personal inventories, and we reflect upon how we navigated the research process together, in particular noting the importance of our humorous invocation of the 1970s pop idol Rod Stewart to counter tensions. This article contributes to an emerging area of research that identifies a need for ethical approaches to co-working within academic circles. We conclude by reflecting on what we can offer to other academics.

Critical success factors (CSFs) have been around since the late 1970s and have been used extensively in information systems implementations. CSFs provide a comprehensive understanding of the multiple layers and dimensions of implementation success. In the specific context of learning analytics (LA), identifying CSFs can maximise the possibilities of an effective implementation and harness the value of converting data into actionable information. This paper proposes a framework that aims to identify and explore the CSFs for the implementation of LA within the higher education sector by examining the viewpoints of higher education professionals. To obtain a rounded insight into stakeholders' perceptions, we conducted a mixed-method inquiry with factor analysis, profile analysis and thematic analysis of both quantitative and qualitative data collected with an online questionnaire from an international sample. The responses validate five CSFs of LA implementation: strategy and policy at organisational level, information technological readiness, performance and impact evaluation, people's skills and expertise and data quality. Results also disclose diverse views about the CSFs' priorities and the associated difficulties and achievements.

In this paper, we ponder the ecologies of spacetimematterings folded into resistance practices and their relationality with figurations of agency outside and beyond datafication agendas. Accountability cultures bound up with datafication have consequences that include a diminished agency for both children and educators. We take inspiration from the idea that enactments of resistance can cause cracks to appear that forge creative spaces where different kinds of doings related to agency emerge. The context, potentiality and storyings of cracking encounters is where our interest lies. To ponder crackings, we play with feminist posthuman and materialist theorising with research-creation approaches to notice resistances as material-discursive intra-actions amongst the lively materiality of educational life. From there we notice resistance practices as ecologies. Those ecologies are complex and lively yet often concealed in more-than-human cracks by the grand narrative of datafication. Through storytelling, we reimagine these cracks as dynamic resistances, often unresolving the relationality between power and the collective more-than-human modes of resistance we witnessed. Different kinds of noticing mattered and amplifying the sharing of resistance stories brings attention to hopeful agencies already and always at work. Sharing stories can strengthen the connectivity of resistances to datafication and build a stronger autonomy and agency for early childhood education and care. Our provocation is to pay attention to the spacetimematterings of ecologies where resistance practices are already at work cracking cracks for different doings. From there, further activisms can mobilise a larger fracturing to the dominance of datafication narratives. [ABSTRACT FROM AUTHOR]

The document explores the concept of datafication in early childhood education and care (ECEC), highlighting how data has become integral to decision-making and assessment practices in the field. It discusses the global and local implications of datafication, emphasizing the need to critically examine its effects on children, educators, and communities. The Special Issue includes articles that analyze datafication practices in Mexico, Sweden, Finland, and England, offering diverse perspectives on the ethical implications and resistances to datafication in ECEC. The document concludes by calling for further research on the transformative potential of ethical data use and activism in early childhood education. [Extracted from the article]

Through this art-based paper, I bewilder the 'pioneering' approaches of Reggio Emilia by troubling how pedagogies mobilise through social media. With research-creation and posthuman theories, I notice a human-more-than-human digital entwinement inter-related with academic performativity. Whilst media lends itself to the sharing of pedagogical aesthetics, meanings can be redacted and partial when entangled within hypercapitalised economies. I contend that mediated performativities both reduce and produce. Whilst the brevity of social mediation can over-simplify, digital doings can be productive. I posit that how media is configured matters, and its mobilisation co-creates pedagogical knowledge as a constantly evolving cultural and critical pedagogy. [ABSTRACT FROM AUTHOR]

We write as a collaborative mode of embodied writing that moves, tags, and re-sites us elsewhere, that mis/dis/aligns self-other, and permeates various stable body(boundaries). We write as a group of (un)bounded (virtual) bodies who aim to collectively create and tag arguments. We write as a collective body where materialities, ideas, discussions and writing become in the doing. Different relational collective practices shared here disturb, disperse, question, undo and undermine sole authorship and consider how tags work and what tags might produce when these objects/things shape our academic lives. While engaged in tagging we also considered how tags tug, how tags shape the ways we think, feel and experience our academic lives. How are we produced by tags? What do tags produce (in/on) us and in our embodied lives? [ABSTRACT FROM AUTHOR]

The dyadic nature of the teacher-child relationship is recognized as a significant factor in young children's learning experiences. However understandings about how teachers' own personal and professional identities and experiences influence their construction of teacher-child relationships are under researched. This article extends upon earlier research by exploring the concept of a networked dimension of teachers' personal relationships and how they inform their perceptions of their relationships with children within a dynamic system. Through the interpretation of four teachers' life history narratives and utilizing the lens of development systems theory, we present original insights regarding how they understand their personal and professional relationships with children. We illuminate how teachers' lives are open, networked and overlapping in nature and that there are implications for teachers' initial education and professional development.

Hereditary hyperplastic gingivitis (HHG) is an autosomal recessive condition found predominantly in farmed silver foxes, first documented in Europe in the 1940s. Hereditary gingival fibromatosis (HGF) is an analogous condition occurring in humans. HGF has a heterogeneous aetiology with emphasis placed on the autosomal dominant forms of inheritance for which there are three known loci: HGF1, HGF2, and HGF3. Among these, only one causative mutation has been determined, in the Son of sevenless homolog 1 (SOS1) gene. The goal of this study was to explore potential molecular or cellular mechanisms underlying HHG by analysis of global gene expression patterns from Affymetrix Canine 2.0 microarrays cross-referenced against candidate genes within the human loci. We conclude that the SOS1 gene involved in HGF1 is not significantly up-regulated in HHG. However, the structurally and functionally similar SOS2 gene is up-regulated in affected foxes, and we propose this as a candidate gene for HHG. At HGF2 we identify RASA1 (rat sarcoma viral p21 protein activator 1) as a candidate gene for HHG, as it is up-regulated in affected foxes and is involved in MAPK signalling. From comparison to the genes within the HGF3 locus, we find evidence for a role of androgens in HHG phenotype severity by differential up-regulation of SRD5A2 in HHG-affected foxes. We hypothesize that the putative mutation occurs upstream of RAS in the extracellular signal-regulated kinase component of MAPK signalling. Key words: hereditary hyperplastic gingivitis, canine microarray, Son of sevenless homolog, mitogen-activated protein kinase pathway, hereditary gingival fibromatosis. L'hyperplasie gingivale congenitale (HHG) est une condition autosomique recessive principalement rencontree chez les renards argentes en elevage et qui a ete documentee pour la premiere fois en Europe dans les annees '40. La fibromatose gingivale congenitale (HGF) est une condition analogue rencontree chez les humains. La HGF presente une etiologie heterogene mais qui repose principalement sur les formes d'heredite autosomiques dominantes pour lesquelles trois locus sont connus : HGF1, HGF2 et HGF3. Parmi ceux-ci, seule une mutation causale a ete identifiee et elle loge au sein du gene Son of sevenless homolog 1 (SOS1). Le but de ce travail etait d'explorer les mecanismes moleculaires ou cellulaires possibles menant a l'HHG en analysant l'expression genique globale a l'aide de puces a ADN (Affymetrix Canine 2.0) et en comparant les genes candidats avec les locus humains. Les auteurs ont conclu que le gene SOS1 implique dans le locus HGF1 n'est pas significativement surexprime dans la HHG. Cependant, le gene SOS2, lequel lui est semblable a la fois sur le plan structural et fonctionnel, est surexprime chez les renards affectes; les auteurs proposent donc que ce dernier serait un candidat pour la HHG. Au locus HGF2, les auteurs ont identifie RASA1 (rat sarcoma viral p21 protein activator 1) comme candidat potentiel pour la HHG du fait que ce gene est surexprime chez les renards atteints et qu'il est implique dans la voie de signalisation des MAPK. En comparant les genes situes au sein du locus HGF3, les auteurs rapportent des evidences d'un role des androgenes dans la gravite du phenotype HHG en raison de la surexpression differentielle de SRD5A2 chez les renards atteints de la HHG. Les auteurs proposent l'hypothese qu'une mutation putative serait situee en amont de RAS dans la composante extracellulaire de la kinase regulee par un signal au sein de la voie de la MAPK. [Traduit par la Redaction] Mots-cles : hyperplasie gingivale congenitale, puce a ADN canine, Son of sevenless homolog 1, voie de signalisation des proteines kinases activees par un mitogene, fibromatose gingivale congenitale., Introduction Hereditary hyperplastic gingivitis (HHG) presents as tumorous growths of the gingival tissue on the mandible in the farmed silver fox, a coat colour variant of the red or coloured [...]

The article presents a case study of a digital group of teachers from Scotland, working with the Northern Alliance and the University of Aberdeen, to explore the use of digital collaboration to translate retrieval practice during and immediately after school closures in the country. Topics discussed include background on retrieval practice, areas where digital collaboration benefit from, and types of facilitation in the project.