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Iorio, Jeanne Marie The University of MelbourneE-Mail authorJEANNE MARIE IORIO, Ed.D., is a senior lecturer at The University of Melbourne, Australia. Her research, teaching, and writing focuses on disrupting and rethinking accepted educational practices in early childhood and higher education. This work includes rethinking quality as meaning-making; children’s relations with place; pedagogical documentation and research methods; and pedagogies originating from the municipal infant-toddler centres and preschools in Reggio Emilia, Italy. Her research project ‘Out and About’ with Dr Catherine Hamm investigates innovative pedagogies for climate action (see www.goingoutandabout.net). Her publications (with co-editor Will Parnell) include Rethinking readiness in early childhood education: Implications for policy and practice (2015), Disrupting early childhood education research: Imagining new possibilities (2016) and Making meaning in early childhood research: Pedagogies and the personal (2018). Her most recent text Higher education and the practice of hope (2019) (co-authored with Clifton Tanabe) is part of the Rethinking Higher Education (Springer) series she co-edits with Clifton Tanabe. Jeanne Marie Iorio & Karen Zumwalt - 2008 Reality television attempted to empower children with last fall’s series Kid Nation. The anticipation of the show was supported by numerous commercials promising “40 children, 40 days, no adults--eager to prove they can build a better world for tomorrow.” Yet, the show did not last past its first season. Perhaps it was the ratings or the controversy about child labor laws, but whatever, as educators, intrigued with the possibility of what might have been, we were not sad to see this “reality” show bite the dust. In the end, some children believed they had changed adults’ view of children. Sadly, in reality, the children were manipulated by adults, rather than being trusted to create their own society. Upon reflection, we believe Kid Nation embraced current school constructed ideals, re-enforcing the weaknesses of K-12 education, which undermines the wonder, critical thoughts, talents, and unique abilities of children. Jeanne Marie Iorio & Allison Henward - 2011 Educational reforms enacted through federal policies are directly impacting the voice of children, teachers, and teacher educators. The recently introduced bi partisan bill "Growing Excellent Achievement Training Academies for Teachers and Principals Act" frames a plan for state accreditation for teacher training academies based on student achievement. The newly introduced Race to the Top (RTT) competition, focused on early childhood, includes motivating states to receive some of the $500 million allotted to create ratings systems to score early childhood programs, write standards and related standardized tests, and expectations of what an early childhood teachers should know. Both the proposed bill and RTT competition are positioned to regulate with market driven ideology, reinforcing and reproducing social injustice and undermining democratic ideals. Jeanne Marie Iorio & Susan Matoba Adler - 2013 Statewide longitudinal databases are becoming sources for decision-making by policymakers, administrators, and teachers. These databases are tracking children and teachers, reducing the performance of children and the work of teachers to numbers. We call for an end to the obsession with the quantitative and hope for a rethinking of assessment and teaching practices that trust children and teachers as capable and critical to learning, teaching, and assessment. Jeanne Marie Iorio & Clifton Tanabe - 2014 For the past two years, Hawaii has been focused on establishing a statewide early learning system based on readying children for school. As part of the process, there has been a push for a so-called "public-private solution" where public funds will be routed to private programs in order to “ready” the children within the state. This commentary discusses the amendment, advocacy for the amendment, and the related consequences. Kirsten Agius, Jenny Aitken, Mindy Blaise, Kelly Boucher, Catherine Hamm, Jeanne Marie Iorio, Brenda Lovell & John McCartin - 2015 The Early Childhood Discipline Group at Victoria University in Melbourne, Australia dissects the Action Now: Classroom Ready Teachers report released by the Teacher Education Ministerial Advisory Group, questioning how the recommendations were developed and raising concern for the report's lack of focus on early childhood teacher education. Jeanne Marie Iorio - 2015 Jeanne Marie Iorio & Clifton Tanabe - 2015 As previous classroom teachers and now faculty and administration in higher education, we spend time teaching, researching, writing, influencing (at least attempting to), and implementing educational policy and practices. Braced by our experiences as educators and our commitments to the principles of justice and equity we highlight the often odd and irrational approaches to addressing the woes of education plaguing the United States. Framed by Swift (1729) and his infamous A Modest Proposal where he suggests the poor sell their children to the rich and privileged as food, we look at the absurdity of recent educational policy and practice and wonder, facetiously, if this same absurdity has been the inspiration for much of the current construct of the K-12 education system and what our role in higher education is to counteract absurdity. Catherine Hamm, John McCartin, Jeanne Marie Iorio, Brenda Lovell, Mindy Blaise, Kelly Boucher, Kirsten Agius & Nathalie Nehma - 2017 As a group of critical early childhood teacher educators, we take inspiration from a recent commentary Where Do I Fit In? Adrift in Neoliberal Educational Anti-Culture and engage with Burn’s ideas of ethical resistance and courageous activism. We suggest that by "being present," we resist the ways teacher education has been reduced to a set of simple, technical skills, void of ethics and politics. Clifton Tanabe & Jeanne Marie Iorio - 2015 This commentary discusses how readiness, a concept often associated with early childhood policy and practice, is being “pushed-up” creating a chain between early childhood and employment. The authors argue a need to break the readiness chain and suggest the break begin within the context of higher education. Further, the authors propose that breaking the readiness chain be the impetus for deserting the concept of readiness and rethinking the view of the student as capable and competent. Peter Fahey, Garth Kydd & Jeanne Marie Iorio - 2020 The current COVID-19 crisis we find ourselves in, whilst devastating, may provide an opportunity for disruption of inequity and narrow practices utilized throughout schooling. While in isolation, schools are quickly responding to this situation, making visible how schools enact standardization and perpetuate the status quo as well as the inequitable access for children and families to resources and to teaching and learning that support complex thinking. This leads us to wonder if our education system creates opportunities to further the capabilities of children who contribute to their local and global communities. This recognition offers a pivotal moment for all of us to consider what could be if we rethink education and schools in response to children, families, and communities (Mineo, 2020).
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