Civic action and learning with young children – 2014-2017

Louise was co-principal investigator of Civic Action and Learning with Young Children: Comparing Approaches in New Zealand, Australia and the United States (funded by the US Spencer Foundation), leading the Australian investigation of preschoolers’ civic capabilities.

This comparative ethnographic study focused on how young children from marginalised communities in New Zealand (Maori), Australia (Aboriginal) and the United States (Latino Immigrant) use their own resources and understanding to negotiate coexistence with others (civic learning).

The purpose of the study was to a) identify the types of civic action understanding(s) that children bring with them to preschool from their homes and communities, b) identify a range of principles that enable young children and teachers to engage in authentic, meaningful, capacity building activities around civic action and c) explore preschool teachers’ pedagogies that foster children’s capacity for civic participation and engagement.

Louise was one of eight Australians to be granted a prestigious Spencer Foundation major grant in the last ten years.

Publications

Phillips, L.G., Adair, J., & Ritchie, J. (2018). Young children’s civic agency: Comparing discourses in New Zealand, Australia and the United States early childhood curricula. Compare. DOI. 10.1080/03057925.2018.1543578 [Q1]

Phillips, L.G., Ritchie, J, Dynevor, L., Lambert, J. & Moroney, K. (2020). Young Children’s Community Building in Action: Embodied, Emplaced and Relational Citizenship. Contesting Early Childhood Series. Abingdon, OX: Routledge.

Phillips, L.G. & Moroney, K. (2017). Civic Action and Learning with Aboriginal Australian Young Children. Australasian Journal of Early Childhood, 42(4), 87-96. [Q2]

See also The walking neighbourhood hosted by children.