April brings 25 years of community engagement work with families and young children; additionally, her background as a multi-disciplinary artist propels her to think with relational dialogues that unfold within Living Inquiry. She is committed to the significance of collective encounters with children and educators through aesthetic attunement with life’s rhythms, materials, land, and place, wherein, transformation and re-thinking educational spaces might take place.
Camilla was born and raised in northern Italy where she became familiar with the Reggio Emilia Philosophy in Early childhood education, which became her way of thinking and learning with children, combining the perspective of an educator with that of a researcher.
Living on the lands of the Lheidli T’enneh in Prince George, Chelsea has a decade of experience working with children and families. Bringing a passion for local knowledges and storytelling into her role, Chelsea’s work with centres currently spans a territory of 600km2, supporting five rural communities across Northern BC.
With a background in Sociology and having worked in various roles with infants and toddlers, Frances is committed to fostering caring relationships with our environment by foregrounding the spaces we inhabit, the materials we interact with, and the more-than-human others around us in her pedagogical projects with children and educators.
Born and raised in Honduras, Gloria has been in the early childhood field for 15 years. She is committed to social justice for humans and nonhumans.
In her new role as a pedagogist, and having worked in early childhood education for almost 15 years, Janel is excited to direct her passion in reimagining possibilities in early childhood education.
Janet has been working in the field of early childhood education for three decades and holds an MEd in Early Childhood Education from the University of British Columbia. She brings a life-long passion for supporting the well-being of young children within a thriving world and her practice embraces ethical considerations of care and collective empowerment for the flourishment of all beings.
Karen (she/her) is an artist and early childhood educator occupying space on unceded W̱SÁNEĆ territory. She is committed to disrupting and reimagining colonial societal structures, ways of sharing knowledge, and being in relationship with the land.
Kirsten is working with children and educators in centres situated on the unceded traditional territory of the Tsimshian people in Terrace, British Columbia. Deeply connected to pedagogies of place and grounded in a Common Worlds orientation, Kirsten brings a commitment to foster lively curriculum that moves beyond human-centric practices and ways of knowing-being that uphold a nature/human divide.
Kristin has been an Early Childhood Educator for over 30 years, currently completing her BECEd at Capilano University, with plans to continue with her master’s at UBC or UVIC. As the community pedagogist for the VSOCC, she considers how reimagining our relationship to land/place may enliven our pedagogies through thinking alongside other knowledges and perspectives.
Lorna has lived, played and worked in Prince George, on the lands of the Lheili T’enneh First Nation, for 11 years. She embraces the joy and wonder of childhood and is looking forward to bringing enthusiasm and curiosity to her pedagogist work. Lorna is committed to fostering conditions for thinking deeply about pedagogies that activate curriculum for living well together.
Maria focuses her work from feminist perspectives and is excited to collaborate with the educators, children, and the North Shore community.
Mary has been living and working with families and young children in the Burnaby community for over ten years and is looking forward to engaging in multiple and contextual conversations as a pedagogist. She is pursuing a master’s degree in early childhood education at Western University.
Rachel’s 20 years of experience in the field of Early Childhood Education has evolved a theoretically grounded practice that aims to create conditions for inquiry-based learning in relational contexts. Rachel is looking forward to working with educators and children as an ECPN pedagogist in the Nanaimo area.
Shirley-Ann has worked in the field of early childhood education for over 30 years. Her diverse life experiences and background in visual arts combine in her commitment to shifting perspectives through aesthetic languages.
Teresa aims to cultivate collaborative relationships with educators, families, children and my pedagogist colleagues, to think otherwise about children and childcare, and co-build a community where all children can flourish.
Born and raised in Prince George on the land of the Lheidli T’enneh First Nation and committed to the field of Early Childhood Education since 2009, Tianna is looking forward to uncovering new possibilities within Early Childhood Education from a perspective of curiosity and wonder.
Tracy holds a deep commitment to disrupting colonial human-centric ways of thinking and being in the world. She works to co-create meaningful encounters within the places we inhabit that invite multiple understandings about being in the world. She lives with gratitude on the unceded təmxʷulaʔxʷ (territory) of the Sinixt people.
ECPN pedagogists work with a cluster of centres in communities across British Columbia. Centres and pedagogists are working together to co-create invigorating (and joyful) ways to imagine curriculum and design classrooms. As the pedagogist role becomes familiar in communities across BC, there is increasing interest in working with pedagogists.
Please visit this page regularly to find out if a centre in your community is working with a pedagogist. If you would like to find out how your centre can work with an ECPN pedagogist, please contact us at ecpn@uwo.ca.
Map boundaries published by the Ministry of Health – Health Sector Information Analysis and Reporting. Licensed under the Open Government Licence – British Columbia. ECPN follows the regions defined by the Ministry of Education and Child Care funded CCRR Program.