{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/32529"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/32529","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"Creative Common Worlding with Research Creation in Early Childhood Education","abstract":"Creative Common worlding with research-creation in early childhood education engages with provocations that disrupt dominant understandings of children and their relations with more-than-human and human others. Reconceptualizing alternatives through art, this dissertation contemplates the potent possibilities beyond human stewardship, underscores the influence of an uncommoning lens, and emphasizes the difficulties with humancentric notions of research. If, by disrupting how we understand ourselves and our role in place, we modify our actions and change our habits, then perhaps we can live differently and contribute differently to the planet. Through a common worlds framework together with research-creation, this dissertation considers climate education alternatives that emphasize the arts and combine academic research practices with creative and innovative experimentation in early childhood education. The dissertation is divided into six distinct, but related, chapters. The second chapter focuses on the collaboration of pumpkin, weather, and children to build layered relations with the complexities of place. The third chapter focuses on walking and sketching as methods for forging relations with place, beyond written and spoken language. The experimentation with generating place relations continues with chapter four, an uncommon field guide originating with educators’ and children’s relations with a common world. The guide is an inclusive example of children thinking with, not learning about, a place. As a premise, the uncommon field guide considers the possibilities of guides, created with children, that focus on the realities of shared place, beyond positivist scientism habits that separate humans from nature. The fifth chapter is the catalogue from the solo art exhibition Inklings: Becoming with a Palette of Place, a creative experimentation in building place relations through local, foraged materials for ink. This exhibition and catalogue engage in the creation of a palette of place and speculative inhabitants coalescing with the intimacy of colour, imagination, and alchemy. The final chapter attends to how collaborative common worlding research in early childhood education together with art can inform and contribute to alternative approaches with a precarious planet.","abstract_html":"Creative Common worlding with research-creation in early childhood education engages with provocations that disrupt dominant understandings of children and their relations with more-than-human and human others. Reconceptualizing alternatives through art, this dissertation contemplates the potent possibilities beyond human stewardship, underscores the influence of an uncommoning lens, and emphasizes the difficulties with humancentric notions of research. If, by disrupting how we understand ourselves and our role in place, we modify our actions and change our habits, then perhaps we can live differently and contribute differently to the planet. Through a common worlds framework together with research-creation, this dissertation considers climate education alternatives that emphasize the arts and combine academic research practices with creative and innovative experimentation in early childhood education. The dissertation is divided into six distinct, but related, chapters. The second chapter focuses on the collaboration of pumpkin, weather, and children to build layered relations with the complexities of place. The third chapter focuses on walking and sketching as methods for forging relations with place, beyond written and spoken language. The experimentation with generating place relations continues with chapter four, an uncommon field guide originating with educators’ and children’s relations with a common world. The guide is an inclusive example of children thinking with, not learning about, a place. As a premise, the uncommon field guide considers the possibilities of guides, created with children, that focus on the realities of shared place, beyond positivist scientism habits that separate humans from nature. The fifth chapter is the catalogue from the solo art exhibition Inklings: Becoming with a Palette of Place, a creative experimentation in building place relations through local, foraged materials for ink. This exhibition and catalogue engage in the creation of a palette of place and speculative inhabitants coalescing with the intimacy of colour, imagination, and alchemy. The final chapter attends to how collaborative common worlding research in early childhood education together with art can inform and contribute to alternative approaches with a precarious planet.","abstract_has_math":false,"creators":["Hennessy, Sarah M."],"institution":"The University of Western Ontario","degree_name":"Ph D","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Pacini-Ketchabaw, Veronica"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-10-21","date_published":"2022-10-21","updated_at":"2026-07-27T21:56:03Z","subjects":["climate change","early childhood education","research-creation","common worlds","uncommoning","art","field guide","inklings"],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/32529","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Pacini-Ketchabaw, Veronica"]},{"key":"dc:creator","label":"Author","values":["Hennessy, Sarah M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T19:31:50Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T19:31:50Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-10-21"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph D"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["climate change","early childhood education","research-creation","common worlds","uncommoning","art","field guide","inklings"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/32529"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["Creative Common worlding with research-creation in early childhood education engages with provocations that disrupt dominant understandings of children and their relations with more-than-human and human others. Reconceptualizing alternatives through art, this dissertation contemplates the potent possibilities beyond human stewardship, underscores the influence of an uncommoning lens, and emphasizes the difficulties with humancentric notions of research. If, by disrupting how we understand ourselves and our role in place, we modify our actions and change our habits, then perhaps we can live differently and contribute differently to the planet. Through a common worlds framework together with research-creation, this dissertation considers climate education alternatives that emphasize the arts and combine academic research practices with creative and innovative experimentation in early childhood education. The dissertation is divided into six distinct, but related, chapters. The second chapter focuses on the collaboration of pumpkin, weather, and children to build layered relations with the complexities of place. The third chapter focuses on walking and sketching as methods for forging relations with place, beyond written and spoken language. The experimentation with generating place relations continues with chapter four, an uncommon field guide originating with educators’ and children’s relations with a common world. The guide is an inclusive example of children thinking with, not learning about, a place. As a premise, the uncommon field guide considers the possibilities of guides, created with children, that focus on the realities of shared place, beyond positivist scientism habits that separate humans from nature. The fifth chapter is the catalogue from the solo art exhibition Inklings: Becoming with a Palette of Place, a creative experimentation in building place relations through local, foraged materials for ink. This exhibition and catalogue engage in the creation of a palette of place and speculative inhabitants coalescing with the intimacy of colour, imagination, and alchemy. 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As a premise, the uncommon field guide considers the possibilities of guides, created with children, that focus on the realities of shared place, beyond positivist scientism habits that separate humans from nature. The fifth chapter is the catalogue from the solo art exhibition Inklings: Becoming with a Palette of Place, a creative experimentation in building place relations through local, foraged materials for ink. This exhibition and catalogue engage in the creation of a palette of place and speculative inhabitants coalescing with the intimacy of colour, imagination, and alchemy. 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