Cristina Delgado Vintimilla is an Assistant Professor in the Faculty of Education at York University. She is also a pedagogista within the Italian tradition. Cristina’s area of research is pedagogy as living knowledge and as that which thinks and troubles the project of the Human within educational contexts. Currently, her research focus on the creating pedagogical inquiries and pedagogies that address the complexities of educational contexts (formal and informal) in the Global North and South (see River Plasticities and Uncommoning in the Andes projects). As a pedagogista, Cristina is particularly interested in the intersection between pedagogy and the arts as a generative intersection for imagining alternative onto-epistemologies (see Food Pedagogies and River Plasticities projects).

Veronica Pacini-Ketchabaw is a Professor of Early Childhood Education in the Faculty of Education at Western University in Ontario, Canada, and the co-director of the Pedagogist Network of Ontario and the British Columbia Early Childhood Pedagogies Network.  Veronica’s writing and research contribute to the Common Worlds Research Collective (tracing children’s relations with places, materials, and other species), and the Early Childhood Pedagogies Collaboratory (experimenting with the contours, conditions, and complexities of 21st century pedagogies).   Veronica is currently the principal investigator of the SSHRC Insight Grant Transforming Waste Pedagogies in Early Childhood Education, and the SSHRC Partnership Development Grant Exploring Climate Change Pedagogies with Children.

Alex Berry is a PhD candidate at Western University’s Faculty of Education. Within postqualitative framings, Alex’s research puts into conversation research-creation and pedagogical inquiry toward processes that might shape the emergence of alternative child-climate relations, particularly in the Ecuadorian Andes. This orientation to research has energized her pedagogical work in early childhood spaces and curatorial work in two research-creation exhibits, Disorientating the early childhood sensorium: Micro-interruptions for alternative climate futures and Plastic Childhoods: Noticing toxic intra-dependencies in Andean early childhood.

Alicja Frankowski is a PhD student at York University’s Faculty of Education. Her research has taken her from the position of a teacher action researcher, as she traced movement pedagogies in an early childhood playground, to thinking with pedagogical conditions in the work of the pedagogist. Alicja is currently thinking with speculative curiosity as an important insertion and condition within pedagogical work. She does so, as a response to the current voyeuristic, anthropocentric, and colonial implications that are currently haunting inquiry work in early education. At the itinerant school, she is working with speculations as entry points into tracing relations humbly with place.   

María Estefania Crusellas Escudero holds a master’s degree in Integrative Humanist Psychotherapy from the Galene Institute of Psychotrerapy (Madrid, Spain) and a degree in Educational Psychology from the University of Cuenca (Cuenca, Ecuador). She has been with Unidad Educativa Santana (Cuenca, Ecuador) for 14 years, working closely with families and early childhood educators and teachers on developing pedagogies within the Common Worlds framework. Among other projects, María Estefania coordinated an international Canada-Ecuador project Re-thinking the Rs Through Arts: Transforming waste practices in early childhood education. In 2020, she had the opportunity to attend the Responding to Ecological Challenges with/in Contemporary Childhoods: An Interdisciplinary Colloquium on Climate Pedagogies, hosted by the Climate Action Childhood Network (Western University, London, Canada), deepening her involvement with work of the Common Worlds Research Collective. Her current role as Coordinator of the Early Childhood Education Project at Unidad Educativa Santana allows María Estefania to remain deeply immerse in the work with educators and children as part of the Pedagogies in Viral Times project.