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BOOK CHAPTERS by Marek Tesar

Intra-Public intellectualism: Critical Qualitative Inquiry in the Academy, 2020

Tesar, M. (2020). Is that a ladybird on the leaf? Public Intellectualism and Resistance with Very... more Tesar, M. (2020). Is that a ladybird on the leaf? Public Intellectualism and Resistance with Very Young Children. In Wells, T., Carlson, D., & Koro, M. (Eds), Intra-Public intellectualism: Critical Qualitative Inquiry in the Academy (pp. 89-100), Myers Education Press

Peters, M. A., & Tesar, M. (2018). Philosophy and performance of neoliberal ideologies: History, politics and human subjects. In M. A. Peters & M. Tesar (Eds.), Contesting governing ideologies: An EPAT reader on neoliberalism (2-18). New York, NY: Routledge.

The assertion above in the opening quote means to distinguish positionings towards this governing... more The assertion above in the opening quote means to distinguish positionings towards this governing ideology through three approaches to neo-liberalism. Th~ politi~al and economic theory behind neoliberal ideology is one of the mam ~rch1tectural and philosophical features of the educational policy paradigm m the Western world since the late 1970s and early 1980s. The notion of 'policy enactments' means to consider some of the 'lived effects' of neoliberal policy on our contemporary educational discourses and on lived experiences and narratives that occur in education settings and that testify to these changes .

Troubling the changing paradigms: An Educational Philosophy and Theory Early Childhood Reader, 2018

Peters, M. A., & Tesar, M. (2018). The philosophy of early childhood: Examining the cradle of the... more Peters, M. A., & Tesar, M. (2018). The philosophy of early childhood: Examining the cradle of the evil, rational and free child. In M. A. Peters & M. Tesar, (Eds.), Troubling the changing paradigms: An Educational Philosophy and Theory Early Childhood Reader (2-15). New York, NY: Routledge.

A Companion to Research in Teacher Education, 2017

Tesar, M., Gibbons, A., & Farquhar, S. (2017). Flows of knowledge in teaching teams: Teacher educ... more Tesar, M., Gibbons, A., & Farquhar, S. (2017). Flows of knowledge in teaching teams: Teacher education as the study and practice of collective/collaborative early childhood teaching. In M. A. Peters, Cowie, B., & I. Menter (Eds.), A companion to research in teacher education (785-797). New York, NY: Springer.

The aim of this chapter is to theorise and propose ways to consolidate and build knowledge about the nature and impact of teacher education on teaching team relationships in Early Childhood Education (ECE). ECE teacher education provides a critical opportunity to study and practice being in a teaching team. In this chapter, we explore the nature of early childhood (EC) teaching teams with a focus on 'knowledge'. The 'knowledge relationships' within teaching teams are complex elements of the EC curriculum that have received little sustained, critical attention in educational research. Two aspects of team relationships are of particular value here because of their capacity to enrich the experiences of teachers and children in ECE: (1) the ways in which new and/or beginning teachers are welcomed into the knowledge community of an EC centre; and (2) the ways in which the sharing and construction of knowledge in a teaching team impacts on teaching and learning in the EC curriculum. These two elements are of significance to teacher education in terms of both how the student experiences the study of teaching as an experience in preparation for being a teaching team member, and how that experience translates into being in a teaching team. The chapter contributes to two essential and ongoing wider research needs identified in Aotearoa New Zealand: the nature and promotion of twenty-first century teaching and learning environments-environments characterised in relation to open, dynamic, and collective knowledge environments; and the experiences of beginning and new teachers as they enter their teaching teams ('new teachers'

Tracing notions of sustainability in urban childhoods, 2017

Tesar, M. (2017). Tracing notions of sustainability in urban childhoods. In K. Malone, T. Gray, ... more Tesar, M. (2017). Tracing notions of sustainability in urban childhoods. In K. Malone, T. Gray, & S. Truong (Eds.), Reimagining sustainability in precarious times (115-127). New York, NY: Springer.

Qualitative Inquiry in Neoliberal Times, 2017

Koro-Ljungberg, M., Cirell, A. M., Byoung-gyu, G., & Tesar, M. (2017). The importance of small fo... more Koro-Ljungberg, M., Cirell, A. M., Byoung-gyu, G., & Tesar, M. (2017). The importance of small form: “Minor” data and “BIG” neoliberalism. In N. Denzin, & M. D. Giardina, Qualitative Inquiry in Neoliberal Times (pp. 59–73). New York, NY: Routledge.

Practice theory: Diffractive readings in professional practice and education, 2017

Peters, M. A., & Tesar, M. (2017). Bad research, bad education: The contested evidence for eviden... more Peters, M. A., & Tesar, M. (2017). Bad research, bad education: The contested evidence for evidence-based research, policy and practice in education. In J. Lynch, J. Rowlands, T. Gale, & A. Skourdoumbis (Eds.), Practice theory: Diffractive readings in professional practice and education (231-246). London, UK: Routledge.

Farquhar, S., & Tesar, M. (2016). Theorizing what it means to be pedagogical in (the) early years... more Farquhar, S., & Tesar, M. (2016). Theorizing what it means to be pedagogical in (the) early years (of) teaching. In J. M. Iorio & W. Parnell (Eds.), Disrupting through imagination: Rethinking early childhood teacher research (pp. 26–36). London, UK: Routledge.

A traditional way of writing up research is to outline the concerns and the literature , describe the methodology, and present and analyze the findings. In this chapter, however, we focus on the 'how' of a research project. We do this in the context of an emerging research practice with newly qualified early childhood teachers in Auckland inAotearoa. (Aotearoa is the Maori name for New Zealand. Frequently, Aotearoa and New Zealand are used in conjunction. We use just the Maori name-Aotearoa-in this chapter.) Our research aim is to explore what it means to be pedagogical in diverse social and political early childhood contexts. In the project we will be asking newly qualified teachers to share their experiences with us and to engage in reflective and challenging thinking, to question and evaluate their own, and other more established, practices. In this evolving project, they will share their unique experiences of their workplace relationships and question their own pedagogies. The focus of the chapter is to report on how we are working in a philosophical way through narrative to develop an organic and unpredictable mode of inquiry, in which the methodology and analysis emerge from the action/ people/ events involved in the project. Promoting an organic mode of narrative and discovering method-ological and analytical insights within teachers' narratives is, in short, not always an easy task, when educational discourses are heavily laden with the expectations of traditional research outcomes. We outline some conceptual thinking about how we put together existing scholarship in a playful way, to set about considering the literature and what might be useful thinking as we embark on this project of theorizing pedagogy. We then report on our difficulties in esche,:ving the restrictive nature of frameworks and models in such research and the problem of dominant qualitative discourses seeping in around the edges of our theorizing in unexpected ways. Theorizing What It Means 27 Our theorizing of the project in this way examines how we might work alongside teachers and how we might go about interpreting their experiences and narratives in respectful and ethical ways. Narrative inquiry focuses on the lived experiences of participants, and a philosophical approach invites consideration of ways to think, read, and analyze. Both narrative inquiry and philosophy are open to the possibility that both process and analysis emanate from the research concern itself. With this in mind, teachers will be invited to discuss and write about their lived experiences. Their narratives may intersect-with the ideas that we unfold in our theorizing and conceptualization and may include influences on their pedagogy that we discuss in this chapter-influences such as curriculum initiatives , leadership and management practices, research, and policy. Furthermore, because Auckland is a large urban city, their narratives may also reflect elements of globalization; internationalism; migration; and changing local, social, and cultural practices. However, what emerges will undoubtedly be more complex than this, and the theorizing we suggest here is simply a first engagement with understanding what it might be like to be a newly qualified early childhood teacher. We suspect that pedagogy for each of the teachers in this research will be unique and possibly problematic. It is imagined that this research vvill work at t\;vo levels: to extend participants' own thinking and engagement in collegial debate, and to contribute to critical scholarship about teachers' pedagogy in the early years of teaching. We anticipate working with 12 teachers who have already accepted our invitation to join the group discussions, and we hope that most will continue through the extended narrative work later in the project.

Death, politics and production of childhoods through children’s literature, 2016

Tesar, M. (2016). Death, politics and production of childhoods through children’s literature. In ... more Tesar, M. (2016). Death, politics and production of childhoods through children’s literature. In L. Clement & L. Jamali (Eds.), Global perspectives on death in children’s literature (pp. 193–205). New York, NY: Routledge.

Children’s power relations, resistance and subjects positions, 2016

Tesar, M. (2016). Children’s power relations, resistance and subjects positions. In M. A. Peters ... more Tesar, M. (2016). Children’s power relations, resistance and subjects positions. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory. New York, NY: Springer. doi: 10.1007/978-981-287-532-7_267-1

Childhood studies, an overview of., 2016

Tesar, M. (2016). Childhood studies, an overview of. In M. A. Peters (Ed), Encyclopedia of educa... more Tesar, M. (2016). Childhood studies, an overview of. In M. A. Peters (Ed), Encyclopedia of educational philosophy and theory. New York, NY: Springer. doi:10.1007/978-981-287-532-7_261-1

Peters, M. A., & Tesar, M. (2016). The critical ontology of ourselves: Lessons from the philosoph... more Peters, M. A., & Tesar, M. (2016). The critical ontology of ourselves: Lessons from the philosophy of the subject. In M. A. Peters & M. Tesar (Eds.), Beyond the philosophy of the subject: An EPAT post-structuralist reader (pp. vii–xvii). New York, NY: Routledge.

The critical ontology of omselves has to be considered not, certainly, as a theory, a doctiine, nor even as a permanent body of knowledge that is accmnnlating; it has to be conceived as an attitude, an ethos, a philosophical life in which the critique of what we are is at one and the same time the hist01ical analysis of the limits that are imposed on us and an experiment with the possibility of going beyond them. (Foucault, 1984, p. 50) This first volume of Educational Philosophy and Theory: Editor's Choice is focused on a selection of texts from the latter twenty years ofEPAT, selected for their pivotal status as turning points or important awakenings in post-structural theory. The first paper ·Beyond the Philosophy of the Subject: Liberalism, Education and the Critique of Individualism, from which the title of this volume is borrowed, argues t11at subject-centred reasoning is now exhausted, and calls for rethinking, reconceptualising the epistemological subject. The linguistic turn is applied by the most prolific and seminal contemporary thinkers and philosophers of education, to work with and beyond the philosophy of the subject, using prominent philosophers of the twentieth century such as Foucault, Derrida, Nietzsche and Ranciere. The carefully balanced selection in this reader is informed by Fou-cault's thinking of the political subjugation of docile bodies to individuals as self-determining beings continually in the process of constituting themselves as ethical subjects. In this selection, there is also an obvious culmination of amalgamations of different schools of educational philosophy that can fit under the banner of post-structuralist approaches to education. In the last twenty years, as this selection depicts, the applications of the postmodern and post-structuralist perspectives have become less monofocused, less narrowly concerned with technical questions and also perhaps less interested in epistemology and more interested in ethics. This post-structural reader covers the questions of genealogy, ontology, the body and the institution, and it gives examples of theoretical applications of post-structural tl1eory that testify to the generative and endlessly applicable potential of this work to different fields and avenues of thought. Furthermore, contemporary concerns in the philosophy of education have tended to emphasize the challenges to equality and social justice that education systems in modern

Peters, M. A., & Tesar, M. (2016). The birth of educational research, teacher education and the t... more Peters, M. A., & Tesar, M. (2016). The birth of educational research, teacher education and the turn to practice: From practitioner knowledge and communities of practice to evidence-based policy and practice. In In search of subjectivities: An EPAT teacher education reader (pp. 1–14). New York, NY: Routledge.

Gibbons, A., Farquhar, S., & Tesar, M. (2015). Politics and practices: Critical provocations for ... more Gibbons, A., Farquhar, S., & Tesar, M. (2015). Politics and practices: Critical provocations for meaningful early mentoring. In C. Murphy & Thornton, K. (Eds.), Mentoring in early childhood education: A compilation of thinking, pedagogy and practice (pp. 211–222). Wellington, New Zealand: NZCER.

Tesar, M. (2015). Power and subjectivities: Foucault and Havel on the complexities of early years... more Tesar, M. (2015). Power and subjectivities: Foucault and Havel on the complexities of early years classroom. In C. Rubie-Davies & J. Stephens (Eds.), The social psychology of the classroom international handbook (pp. 475–492). London, UK: Routledge.

Tesar, M. (2015). Te Whāriki in Aotearoa New Zealand: Witnessing and resisting neoliberal and neo... more Tesar, M. (2015). Te Whāriki in Aotearoa New Zealand: Witnessing and resisting neoliberal and neo-colonial discourses in early childhood education. In V. Pacini-Ketchabaw & A. Taylor (Eds.), Unsettling the colonial places and spaces of early childhood education (pp. 145–170). New York, NY: Routledge.

The pedagogy and politics of governing childhoods through images.

Tesar, M. (2014). The pedagogy and politics of governing childhoods through images. In I. Semetsk... more Tesar, M. (2014). The pedagogy and politics of governing childhoods through images. In I. Semetsky, A. Stables (Eds.) Pedagogy and Edusemiotics: Theoretical Challenges/Practical Opportunities (pp. 107-120). Rotterdam: Sense Publishers.

Arndt, S., & Tesar, M. (2014). Crossing Borders and Borderlands: Childhood’s Secret Undergrounds.... more Arndt, S., & Tesar, M. (2014). Crossing Borders and Borderlands: Childhood’s Secret Undergrounds. In S. Spyros, M. Christou (Eds.) Children and Borders (pp. 200-213). London, UK: Palgrave/Macmillan.

Tesar, M. (2013). Lessons of Subversion: Ethics and Creativity in Neoliberal Academia. In M. Pete... more Tesar, M. (2013). Lessons of Subversion: Ethics and Creativity in Neoliberal Academia. In M. Peters, T. Besley (Eds.) The Creative University (pp. 103-111). Dordrecht, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6209-245-7_9

Editorial Board by Marek Tesar

JOURNAL ARTICLES by Marek Tesar

Teaching and Teacher Education, 2016

This mixed-method study looked at perceptions of induction and mentoring among New Zealand early ... more This mixed-method study looked at perceptions of induction and mentoring among New Zealand early childhood educators. Specifically, 213 respondents drawn from five regions representing urban, rural and differing socioeconomic levels, school organizations, and professional roles completed a 19-item psy-chometrically sound survey. There were significant differences in responses for leaders/mentors in contrast to mentees or teaching staff. Based on quantitative outcomes, two focus groups of school leaders/mentors and mentees were convened. Qualitative analysis of the transcripts revealed several important themes that served to amplify or extended the survey results. Implications of the quantitative and qualitative results are overviewed.

Langdon, F., Alexandra, P., Farquhar, S., Tesar, M., Courtney, M., Palmer, M. (2016). Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. 57, (150-160).Teaching and Teacher Education. doi: 10.1016/j.tate.2016.03.016

Intra-Public intellectualism: Critical Qualitative Inquiry in the Academy, 2020

Troubling the changing paradigms: An Educational Philosophy and Theory Early Childhood Reader, 2018

A Companion to Research in Teacher Education, 2017

Tracing notions of sustainability in urban childhoods, 2017

Qualitative Inquiry in Neoliberal Times, 2017

Practice theory: Diffractive readings in professional practice and education, 2017

Death, politics and production of childhoods through children’s literature, 2016

Children’s power relations, resistance and subjects positions, 2016

Childhood studies, an overview of., 2016

The pedagogy and politics of governing childhoods through images.

Teaching and Teacher Education, 2016

Global Studies of Childhood, 2016

Fairy tales play a substantial role in the shaping of childhoods. Developed into stories and play... more Fairy tales play a substantial role in the shaping of childhoods. Developed into stories and played out in picture books, films and tales, they are powerful instruments that influence conceptions and treatments of the child and childhoods. This article argues that traditional fairy tales and contemporary stories derived from them use complex means to mould the ways that children live and experience their childhoods. This argument is illustrated through representations of childhoods and children in a selection of stories and an analysis of the ways they act on and produce the child subjects and childhoods they convey. The selected stories are examined through different philosophical lenses, utilizing Foucault, Lyotard and Rousseau. By problematizing these selected stories, the article analyses what lies beneath the surface of the obvious meanings of the text and enticing pictures in stories, as published or performed. Finally, this article argues for a careful recognition of the complexities of stories used in early childhood settings and their powerful and multifaceted influences on children and childhoods.

Policy Futures in Education, 2016

Early years education in Europe and elsewhere around the world is currently in the spotlight due ... more Early years education in Europe and elsewhere around the world is currently in the spotlight due to political and economical changes and subsequent promises of effective investment into its provision. In this article we analyse everyday preschool practices in Slovakia in terms of tensions between policies, the teachers workforce and the concept of professionalism. Through bureaucratic scientisation, teachers become subjects with bureaucratic subjectivities, and they are expected to devote increasing amounts of time to planning, reporting and administrative tasks. Teachers are decreasingly focused on the actual work on the ground with the children, and are concerned instead with notions of accountability and reporting, which supposedly raises their professional status. Slovakia’s experience of the bureaucratic subjectivities of early years teachers has complex ramifications for European and overseas countries as it problematises and unmasks the global issues of complex tensions between the teachers and policy documents.

Cultural Studies ↔ Critical Methodologies, 2016

In this article, we explore the “vibrancy of matter” and “things” in early childhood education. W... more In this article, we explore the “vibrancy of matter” and “things” in early childhood education. We use Bennett’s and
others’ ideas on the political ecology of place in a philosophical examination of vibrant entanglements of “things,” “thinghoods,”
and childhoods. We work with Bennett’s challenge to shift from thinking solely about “think-power” to also
consider “thing-power” and “thing-hood” to take the call for-of things seriously within young children’s place. Matter
has agency that behaves in non-predictable ways, in assemblages, aggregates of powers, and forces and things impacting,
shaping, and molding other matter and things. Children’s daily connectedness with this vibrancy of matter plays out in the
territory of their early years settings as we illustrate through the well-loved stories of Pinocchio and Little Otik. We examine
these dead-alive, wooden-thing-materialities as vibrant thing-hoods with agency and power in a theoretical re-reading
of Foucauldian thought through new materialist philosophies. This article offers an alternative reading of conceptions
of power, discourse, and matter. It provokes further openings and becomings in fresh entanglements, relationships, and
responses by conceptualizing them through particular materialities of childhood stories.

Contemporary Issues in Early Childhood, 2016

This article explores quality in early childhood education by de-elevating the importance of the ... more This article explores quality in early childhood education by de-elevating the importance of the human subject and experience, and heightening instead a focus on and tensions with the post-human. The argument traces the intricate web of 'qualities' woven throughout entanglements of subjects, objects and things that constitute what is referred to as 'the early years sector'. The strike through the social in this post-human condition exposes critical concerns about the 'problem' of quality, and foregrounds the urgency of rupturing the status quo. Dislodged from the perceived comfort and safety of human control and determination, quality in the speculative state of the more-than-social movement can expect no conclusion. Instead, the (re)configuration of the early years sector as a more-than-social movement compels a rethinking of the dominance of human-centric philosophies. By repositioning Kristeva's semiotic subject-in-process and Havel's subject positionings within automatisms, this analysis inserts 'non-human-being' and 'multiple beings-times' into the 'problem with quality'. In the early childhood sector, these ruptures create generative possibilities of quality entanglements with and beyond the human.

Global Studies of Childhoods, 2016

Smith, K., Tesar, M., & Myers, Y. C. (2016). Edu-capitalism and the governing of early childhood ... more Smith, K., Tesar, M., & Myers, Y. C. (2016). Edu-capitalism and the governing of early childhood education and care in Australia, New Zealand and the United States. Global Studies of Childhoods, 6(1), 123–135. doi:10.1177/2043610615625165

This article examines the effects of edu-capitalism and neoliberal education policies across Australia, New Zealand and United States to disrupt hegemonic policy logic based on neutral human capital. Current frameworks, standards and assessment tools govern and control how early childhood educators see and assess children and in turn develop and implement pedagogy. Issues of gender, class and ethnicity are invisible with the assumption that all children who are offered high-quality early childhood programmes have equal opportunities to be productive and therefore successful citizens. Success can be understood through universal outcomes for children and markers of what quality teaching looks like for educators. This epistemological shutter renders race-, class-and gender-based privilege as invisible or non-existent. In doing so, dominant White Western understandings of the world drive what and who is marked as 'success(ful)', while non-Western knowledge continues to be seen as primitive, insignificant and in need of intervention. Through analysing policy text supported by the work of post-thinkers, the rethinking, re/imagining, and remapping of early childhood that this article performs do not offer consensus but make room for both problematizations of and possibilities within the contemporary concerns of different theoretical and geographical perspectives from Australia, New Zealand and United States.

Discourse: Studies in the Cultural Politics of Education, 2016

Tesar, M., & Koro-Ljungberg, M. (2016). Cute, creepy and sublime unnamed childhood monstrosities.... more Tesar, M., & Koro-Ljungberg, M. (2016). Cute, creepy and sublime unnamed childhood monstrosities. Discourse: Studies in the Cultural Politics of Education, 37(5), 694–704. doi:10.1080/01596306.2015.1075708

Strangers, Gods, and monsters are all names for the experience of alterity and otherness within and amongst us. We need monsters in our lives. In this paper we use philosophy as a method to explore language, developmental and cultural instabilities, and terrifying (and discursive) monstrosity located within children's literature and childhood contexts. Philosophy as a method serves as an engagement, an ethical relationship with monstrous thoughts, and as an opening to the philosophical thinking of everyday practices of childhood play (i.e., through objects, practices, language, text, and images). Alongside and through cute, creepy and sublime notions of monsters in children's literature children become monsters–monsters become children. We draw from Derrida's notions of hospitality and hostility and Deleuze and Guattari's deterritorialization of minor literature as well as from literature on monsters, monstrosities, and ugliness. We argue that different representations of childhood monstrosity can help educators and other adults to see the 'productive' in childhood otherness, to consider the always present 'childhood undecidable' (simultaneous presence of cute and creepy) and the generative in infinitely unknown and unrecognizable childhood objects and discourses.

Educational Philosophy and Theory, 2016

This article is concerned with developing a philosophical approach to a number of significant cha... more This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper is the result of a collective writing process.

Journal of Pedagogy, 2015

Arndt, S., & Tesar, M. (2015). Early childhood assessment in Aotearoa New Zealand: Critical persp... more Arndt, S., & Tesar, M. (2015). Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings. Journal of Pedagogy, 6(2), 71–86. doi:10.1515/jped-2015-0014

This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and 'what works' in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children's learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.

Knowledge Cultures, 2015

Farquhar, S., Gibbons, A., & Tesar, M. (2015). Power and partnership: Making-up early childhood k... more Farquhar, S., Gibbons, A., & Tesar, M. (2015). Power and partnership: Making-up early childhood knowledges. Knowledge Cultures, 3(5), 74–91.

Talk about knowledge economies is often the source of great tension for the early childhood teaching profession because of its capacity to polarize views on the kind of role economics should play in the lives of young children. In this article our interest is to show both the pedagogical impact of dominant and narrowing knowledge economy thinking, and also the creative reconceptualization of the idea of an economy to promote a culture of knowledge sharing. The article purposefully employs the idea of the knowledge economy to explore the intimate interactions that occur between early childhood centers and faculties. We are concerned with the ways that a dynamic sum of teacher knowledge forms an economy, and the peda-gogical implications of this economy for the teaching and learning environment. We are interested in inclusive and participatory models of early education, focusing on the richness of sharing knowledge to enhance teaching practice between participants in early childhood communities. Furthermore, we are interested in the nature of knowledge communities in contemporary " 21 st-century " teaching and learning.

Leitura: teoria e prática, 2015

Tesar, M. (2015). Crianças, histórias e segredos: Representações childhood. Leitura: teoria e prá... more Tesar, M. (2015). Crianças, histórias e segredos: Representações childhood. Leitura: teoria e prática, 33(64), 26–36

Resumo: Os contos de fadas têm um papel importante na educação infantil. As histórias e os livros ilustrados que delas derivam e carregam suas mensagens são instrumentos poderosos que modelam as infâncias. As histórias também fazem parte de todo jardim de infância e dos centros de educação infantil, e o ato de contá-las é uma atividade diária. Este texto sustenta que as histórias, sob qualquer forma, têm por intenção moldar as crianças e as infâncias. Isso é visível por meio das representações de infâncias e crianças contidas nessas histórias e este texto apresenta exemplos de várias culturas e sociedades e de certos sujeitos infantis que são produzidos. As histórias selecionadas aqui ilustram diversas visões sobre a infância e, em particular, seu lugar na Nova Zelândia na atual condição neoliberal. Este texto problematiza a importância das histórias utilizadas com crianças, uma vez que considera potenciais enredos ocultos que permanecem secretos e invisíveis, mas que produzem um discurso igualmente poderoso. O texto analisa o que há por debaixo dos significados óbvios dos belos textos e ilustrações das histórias, sejam elas impressas ou encenadas. Por fim, este texto defende a seleção cuidadosa de histórias para uso em ambientes de primeira infância e difunde a visão de que as histórias são sempre complexas e multifacetadas.

Tesar, M. (2015). What is the “the child”, what does “childhood” mean? Interdisciplinary perspect... more Tesar, M. (2015). What is the “the child”, what does “childhood” mean? Interdisciplinary perspectives on research with children. Psychologia a Patopsychologia Dietata, 49(1/2), 170–177.

ČO ZNAMENAJÚ POJMY DIEŤA A DETSTVO? INTERDISCIPLINÁRNE PERSPEKTÍVY VÝSKUMU S DEŤMI

The First Years Journal,, 2015

Tesar, M., & Farquhar, S. (2015). A day in the life of a newly qualified infant/toddler teacher. ... more Tesar, M., & Farquhar, S. (2015). A day in the life of a newly qualified infant/toddler teacher. The First Years Journal, 17(1), 17–21.

Qualitative Inquiry, 21(7) 612–619. doi:10.1177/1077800414555070, 2015

Koro-Ljungberg, M., Carlson, D., Tesar, M., & Anderson, K. (2015). Methodology brut: philosophy, ... more Koro-Ljungberg, M., Carlson, D., Tesar, M., & Anderson, K. (2015). Methodology brut: philosophy, ecstatic thinking, and some other (unfinished) things. [Invited contribution]. Qualitative Inquiry, 21(7) 612–619. doi: 10.1177/1077800414555070

A reminder: This text has been created as a series of brut and raw responses representing a collective of " impossible " imaginings. Our collective writing is not about the vision or about insights into the future of qualitative inquiry per se, but it is about ways in which some qualitative researchers wish to stay methodologically and theoretically in flux and motion. We desire to face this uncertainty, rawness, and creative chaos by engaging in collective thinking without constant and continuous purification and " cleaning " efforts. The future of qualitative inquiry is not one but multiple; thus, there cannot be one " vision " but all visions; visions on top of other visions, visions continuing other visions, visions contradicting others, visions lacking and desiring something that cannot be described, understood, or had.

Oxford Bibliographies, 2015

Tesar, M. (2015). Childhood and Borders. New York, NY: Oxford University Press. Available at http... more Tesar, M. (2015). Childhood and Borders. New York, NY: Oxford University Press. Available at http://www.oxfordbibliographies.com/obo/page/childhood-studies. DOI: 10.1093/OBO/9780199791231-0154

Childhoods and borders are contested categories and spaces. Following the tradition of childhood studies, this article utilizes a wide range of theoretical perspectives on these concerns. The subject of childhood and borders continues to be an underresearched area of study, spanning from notions of global childhoods to localized experiences, and geographical, sociological, anthropological, and philosophical perspectives on childhood and borders. In this article, borders and borderlands and acts of crossing them are argued in both a real and a metaphorical sense. Childhoods are exposed to and experience many types of borders and borderlands, including both real and imaginary experiences. This article addresses these complexities and perspectives. This article contributes to the paradigm shift in research concerning children and childhoods that allows the resurfacing and elevation of traditionally subjugated knowledges and stories. Moreover, forthcoming publications both theorize and tell the narratives of childhood crossing/living/being over/in/with borders and border spaces. This article should therefore be treated as a live commentary that will be regularly updated as new knowledge, ideas, research, and narratives emerge. Children’s voice, participation, experience, and resistance are particularly seminal in this context. This article juxtaposes such influential and seminal sources with texts that may seem more obscure, yet that are important to contextualize issues in local settings with global practices, and to present the breadth and richness of the scope of childhood studies. By exploring borders, boundaries, and borderlands, this article leads also to notions of space, place, and power, and further into constructs of foreigners and strangers, and anthropological, sociological, and philosophical perspectives on childhoods. As borders and borderlands change and evolve in a geographical sense, so do the ideas and notions around them. Borders and borderlands can therefore also be seen as metaphorical, and present a fascinating view of children’s lives and experiences of their childhoods. This article of “Childhood and Borders” thus draws on diverse disciplines to examine notions of borders, boundaries, borderlands, and crossings from actual, real, and metaphorical imagined perspectives. What unites the disciplinary diversity in this article is the focus on the child and childhoods through a childhood studies lens, and the various manifestations of it in relation to children, childhoods, and borders.

History of Education, 2015

Tesar, M. (2015). Ethics and truth in archival research. History of Education. 44(1), 101–114. do... more Tesar, M. (2015). Ethics and truth in archival research. History of Education. 44(1), 101–114. doi: 10.1080/0046760X.2014.918185

The complexities of the ethics and truth in archival research are often unrecognised or invisible in educational research. This paper complicates the process of collecting data in the archives, as it problematises notions of ethics and truth in the archives. The archival research took place in the former Czechoslovakia and its turbulent political history influenced the way data were accessed and collected. The article analyses the productive power of archival institutions and their guardians, and examines the ethical dilemma of discovering sensitive information. Archival institutions hold the secrets that, once uncovered, can have powerful ramifications. It will be argued that the nature of truth in the archives is complex, and the author complicates and challenges the perception that archives are ethically neutral research spaces that do not need to consider approval from research ethics committees.

Oxford Bibliographies, 2014

Peters, M., Tesar, M., & Locke, K. (2014). Michel Foucault. New York, NY: Oxford University Press... more Peters, M., Tesar, M., & Locke, K. (2014). Michel Foucault. New York, NY: Oxford University Press. Retrieved from http://www.oxfordbibliographies.com/obo/page/philosophy doi: 10.1093/OBO/9780195396577-0128

Oxford Bibliographies, 2014

Peters, M., Tesar, M., & Locke, K. (2014). Philosophy of education. New York, NY: Oxford Universi... more Peters, M., Tesar, M., & Locke, K. (2014). Philosophy of education. New York, NY: Oxford University Press. Retrieved from. doi: 10.1093/OBO/9780195396577-0168

Contemporary Issues in Early Childhood, 2014

Tesar, M. (2014). Reconceptualising the Child: Power and Resistance within Early Childhood Settin... more Tesar, M. (2014). Reconceptualising the Child: Power and Resistance within Early Childhood Settings. Contemporary Issues in Early Childhood, 15 (4), 360-367. 10.2304/ciec.2014.15.4.360

Romanian Journal of Population Studies, 2014

Tesar, M. (2014). Grandpa Frost, pioneers and political subjectivities: A historical analysis of ... more Tesar, M. (2014). Grandpa Frost, pioneers and political subjectivities: A historical analysis of childhoods in totalitarian Czechoslovakia through children’s literature. [Invited article]. Romanian Journal of Population Studies, 8(2), 75–88.

This is the second text in the series collectively written by members of the Editors' Collective,... more This is the second text in the series collectively written by members of the Editors' Collective, which comprises a series of individual and collaborative reflections upon the experience of contributing to the previous and first text written by the Editors' Collective: 'Towards a Philosophy of Academic Publishing.' In the article, contributors reflect upon their experience of collective writing and summarize the main themes and challenges. They show that the act of collective writing disturbs the existing systems of academic knowledge creation, and link these disturbances to the age of the digital reason. They conclude that the collaborative and collective action is a thing of learning-by-doing, and that collective writing seems to offer a possible way forward from the co-opting of academic activities by economics. Through detaching knowledge creation from economy, collaborative and collective writing address the problem of forming new collective intelligences.