Emily Ashton

Education

• PhD University of Victoria (2020)
• MEd University of New Brunswick (2011)
• BEd University of New Brunswick (2004)
• BA University of New Brunswick (2002)

Key areas of interest

• Early childhood education
• Childhood studies
• Critical theories
• Curriculum development
• Environmental humanities
• Speculative fiction

UNB teaching (January 2024)

• Cultural Constructions of Childhood
• Research in Childhood Studies
• Interpreting Play for Curriculum Development
• Health, Equity and Well-Being

University of Regina teaching (2019-2023)

• Teaching and Learning in Pre-K to 5
• Experiential Learning for Young Children
• Contemporary Perspectives and Challenges in Early Childhood Education
• Curriculum Development
• Critical Perspectives on Preschool Education

Selected publications

Ashton, E. (2022). Anthropocene childhoods: Speculative fiction, racialization, and climate crisis. Bloomsbury.

Ashton, E. (2022). Speculative worldings of children, childhoods, and pedagogy [Special issue editorial]. Journal of Childhood Studies, 47(1), 1-6.

Ashton, E. (2022). Speculative child-figures at the end of the (white) world. Journal of Childhood Studies, 47(3), 92-106.

Ashton, E., Berger, I., Maeers, E., & Paquette, A. (2022). Sketching narratives of movement in early childhood education and care [Special issue editorial]. in education, 28(1b), 1-5.

Ashton, E., Wood Mah, K., & Rivers, P. (2020). Spatializing the curriculum. Journal of Curriculum Studies, 52(2), 177-194.

Ashton, E. (2015). Possibilities for geontological learning in common worlds. Journal of Childhood Studies, 40(2), 9-21.

Ashton, E. (2015). Troubling settlerness in early childhood curriculum development. In V. Pacini-Ketchabaw & A. Taylor (Eds), Unsettling the colonial places and spaces of early childhood education (pp. 81-97). Routledge.

Ashton, E. (2014). I’ve got my EYE on you: Schooled readiness, standardized testing, and developmental surveillance. Canadian Children, 39(1), 7-21.

Ashton, E, & Pence, A. (2016). Early childhood research in Africa: The need for a chorus of voices. In A. Farrell, S. L. Kagan, & K. Tisdall (Eds.), The SAGE handbook of early childhood research (pp. 380-397). Sage.

Berger, I., Ashton, E., Lehrer, J., & Pighini, M. (2022). Slowing, desiring, haunting, hospicing, and longing for change: Thinking with snails in Canadian early childhood education and care. in education. 28(1b), 6-20.