Veronica Pacini-Ketchabaw is Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria, Canada.Affrica Taylor is Associate Professor in Childhood Geographies and Education at the University of Canberra, Australia.

• Series Editor IntroductionIntroduction: Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies Affrica Taylor, University of CanberraVeronica Pacini-Ketchabaw, University of VictoriaSection 1 - Unsettling PlacesChapter 1: Forest Stories: Restorying Encounters with ‘Natural’ Places in Early Childhood EducationFikile Nxumalo, University of VictoriaChapter 2: Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands Veronica Pacini-Ketchabaw, University of Victoria Affrica Taylor, University of CanberraChapter 3: The fence as technology of (post)colonial childhood in contemporary Australian Kerith Power, University of Western SydneyMargaret Somerville, University of Western SydneySection 2 - Unsettling SpacesChapter 4: Troubling Settlerness in Early Childhood Curriculum Development Emily Ashton, University of VictoriaChapter 5: Te Whāriki in Aotearoa New Zealand: Witnessing and Resisting Neoliberal andNeo-colonial Discourses in Early Childhood EducationMarek Tesar, University of AucklandChapter 6: Mapping Settler Colonialism and Early Childhood ArtVanessa Clark, University of VictoriaChapter 7: Teaching in the Borderlands: Stories from TexasJulia C. Persky, Texas A&M UniversityRadhika Viruru, Texas A&M UniversitySection 3 - Unsettling Indigenous- Non-Indigenous RelationsChapter 8: Dis-entangling? Re-entanglement? Tackling the pervasiveness of colonialism in early childhood (teacher) education in AotearoaJenny Ritchie, Victoria University of WellingtonChapter 9: Unsettling both-ways approaches to learning in remote Australian Aboriginal early childhood workforce training Lyn Fasoli, Bachelor Institute of Indigenous Tertiary EducationRebekah Farmer, Batchelor Institute of Indigenous Tertiary Education Chapter 10: Unsettling Yarns: Reinscribing Indigenous architectures, contemporary Dreamings and newcomer belongings on Ngunnawal country, AustraliaAdam Duncan, Wiradjuri Early Childhood Centre, University of CanberraFran Dawning, ACT Education and Training DirectorateAffrica Taylor, University of CanberraChapter 11: Thinking with land, water, ice, and snow: A proposal for Inuit Nunangat pedagogy in the Canadian Arctic Mary Caroline Rowan, University of New BrunswickNotes on the ContributorsIndex

Veronica Pacini-Ketchabaw is Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria, Canada.Affrica Taylor is Associate Professor in Childhood Geographies and Education at the University of Canberra, Australia.

• Series Editor IntroductionIntroduction: Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies Affrica Taylor, University of CanberraVeronica Pacini-Ketchabaw, University of VictoriaSection 1 - Unsettling PlacesChapter 1: Forest Stories: Restorying Encounters with ‘Natural’ Places in Early Childhood EducationFikile Nxumalo, University of VictoriaChapter 2: Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands Veronica Pacini-Ketchabaw, University of Victoria Affrica Taylor, University of CanberraChapter 3: The fence as technology of (post)colonial childhood in contemporary Australian Kerith Power, University of Western SydneyMargaret Somerville, University of Western SydneySection 2 - Unsettling SpacesChapter 4: Troubling Settlerness in Early Childhood Curriculum Development Emily Ashton, University of VictoriaChapter 5: Te Whāriki in Aotearoa New Zealand: Witnessing and Resisting Neoliberal andNeo-colonial Discourses in Early Childhood EducationMarek Tesar, University of AucklandChapter 6: Mapping Settler Colonialism and Early Childhood ArtVanessa Clark, University of VictoriaChapter 7: Teaching in the Borderlands: Stories from TexasJulia C. Persky, Texas A&M UniversityRadhika Viruru, Texas A&M UniversitySection 3 - Unsettling Indigenous- Non-Indigenous RelationsChapter 8: Dis-entangling? Re-entanglement? Tackling the pervasiveness of colonialism in early childhood (teacher) education in AotearoaJenny Ritchie, Victoria University of WellingtonChapter 9: Unsettling both-ways approaches to learning in remote Australian Aboriginal early childhood workforce training Lyn Fasoli, Bachelor Institute of Indigenous Tertiary EducationRebekah Farmer, Batchelor Institute of Indigenous Tertiary Education Chapter 10: Unsettling Yarns: Reinscribing Indigenous architectures, contemporary Dreamings and newcomer belongings on Ngunnawal country, AustraliaAdam Duncan, Wiradjuri Early Childhood Centre, University of CanberraFran Dawning, ACT Education and Training DirectorateAffrica Taylor, University of CanberraChapter 11: Thinking with land, water, ice, and snow: A proposal for Inuit Nunangat pedagogy in the Canadian Arctic Mary Caroline Rowan, University of New BrunswickNotes on the ContributorsIndex

Veronica Pacini-Ketchabaw is Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria, Canada.Affrica Taylor is Associate Professor in Childhood Geographies and Education at the University of Canberra, Australia.

• Series Editor IntroductionIntroduction: Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies Affrica Taylor, University of CanberraVeronica Pacini-Ketchabaw, University of VictoriaSection 1 - Unsettling PlacesChapter 1: Forest Stories: Restorying Encounters with ‘Natural’ Places in Early Childhood EducationFikile Nxumalo, University of VictoriaChapter 2: Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands Veronica Pacini-Ketchabaw, University of Victoria Affrica Taylor, University of CanberraChapter 3: The fence as technology of (post)colonial childhood in contemporary Australian Kerith Power, University of Western SydneyMargaret Somerville, University of Western SydneySection 2 - Unsettling SpacesChapter 4: Troubling Settlerness in Early Childhood Curriculum Development Emily Ashton, University of VictoriaChapter 5: Te Whāriki in Aotearoa New Zealand: Witnessing and Resisting Neoliberal andNeo-colonial Discourses in Early Childhood EducationMarek Tesar, University of AucklandChapter 6: Mapping Settler Colonialism and Early Childhood ArtVanessa Clark, University of VictoriaChapter 7: Teaching in the Borderlands: Stories from TexasJulia C. Persky, Texas A&M UniversityRadhika Viruru, Texas A&M UniversitySection 3 - Unsettling Indigenous- Non-Indigenous RelationsChapter 8: Dis-entangling? Re-entanglement? Tackling the pervasiveness of colonialism in early childhood (teacher) education in AotearoaJenny Ritchie, Victoria University of WellingtonChapter 9: Unsettling both-ways approaches to learning in remote Australian Aboriginal early childhood workforce training Lyn Fasoli, Bachelor Institute of Indigenous Tertiary EducationRebekah Farmer, Batchelor Institute of Indigenous Tertiary Education Chapter 10: Unsettling Yarns: Reinscribing Indigenous architectures, contemporary Dreamings and newcomer belongings on Ngunnawal country, AustraliaAdam Duncan, Wiradjuri Early Childhood Centre, University of CanberraFran Dawning, ACT Education and Training DirectorateAffrica Taylor, University of CanberraChapter 11: Thinking with land, water, ice, and snow: A proposal for Inuit Nunangat pedagogy in the Canadian Arctic Mary Caroline Rowan, University of New BrunswickNotes on the ContributorsIndex