Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

Kate McAnelly

Professional Practice Fellow
MEd, PGDipTchg, BTchg (ECE) (Otago)

Dunedin Campus
Tel +64 3 479 3785
Email kate.mcanelly@otago.ac.nz

Biography

I am a Professional Practice Fellow in the early childhood education programme. Invercargill born and bred, I completed my undergraduate teacher training at the College of Education’s Southland campus. I then went onto combine work as an early childhood teacher with further study towards my Postgraduate Diploma in Teaching, Master of Education, and PhD. My PhD thesis, which I am in the final stages of completing, has investigated how sensory environments in early childhood settings produce the active participation and learning of autistic children. I am very excited to now be teaching here at the College of Education, where I contribute to undergraduate and postgraduate initial teacher education programmes, as well as continue my research endeavours.

Research interests

  • Curriculum and pedagogy in early childhood education
  • Inclusive early childhood education, in particular regarding the experiences of autistic learners
  • New materialist and posthuman theorising and practice
  • Childhood studies, in particular children's rights and the sociology of diverse childhoods
  • Inclusive teacher education

^ Top of page

Publications

McAnelly, K., & Gaffney, M. (2020). Producing an understanding of autistic tamariki in early childhood settings: The case for a new materialist approach. In A. C. Gunn, N. Surtees, D. Gordon-Burns & K. Purdue (Eds.), Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. (2nd ed.) (pp. 109-125). Wellington, New Zealand: NZCER Press.

Gaffney, M., & McAnelly, K. (2019). The Aotearoa New Zealand curriculum Te Whāriki as a basis for developing dispositions of inclusion: Early childhood student teachers partnering with families as part of their pedagogical practice. In B. M. Rice (Ed.), Global perspectives on inclusive teacher education. (pp. 181-195). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-7703-4.ch011

McAnelly, K., & Gaffney, M. (2019). Achieving citizenship for all: Theorising active participation for disabled children and their families in early childhood education. In A. Guerin & T. McMenamin (Eds.), Belonging: Rethinking inclusive practices to support well-being and identity. (pp. 56-72). Leiden, The Netherlands: Brill. doi: 10.1163/9789004388420_005

McAnelly, K., & Gaffney, M. (2019). Rights, inclusion and citizenship: A good news story about learning in the early years. International Journal of Inclusive Education, 23(10), 1081-1094. doi: 10.1080/13603116.2019.1629123

McAnelly, K. (2019). "In the little things, the big things lie": Using sensory ethnographic and new materialist methodologies to research the active participation and learning of autistic children in early childhood settings. Proceedings of the 29th European Early Childhood Education Research Association (EECERA) Annual Conference: Early Years: Making it Count. (pp. 60-61). Retrieved from https://www.eecera2019.org/

Other Research Output

McAnelly, K. (2018, July). Do I matter here? Sensory environments in early childhood settings and how they produce the active participation and learning of autistic children. College of Education Research Seminar Series, University of Otago, Dunedin, New Zealand. [Department Seminar].

^ Top of page

Chapter in Book - Research

McAnelly, K., & Gaffney, M. (2020). Producing an understanding of autistic tamariki in early childhood settings: The case for a new materialist approach. In A. C. Gunn, N. Surtees, D. Gordon-Burns & K. Purdue (Eds.), Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. (2nd ed.) (pp. 109-125). Wellington, New Zealand: NZCER Press.

Gaffney, M., & McAnelly, K. (2019). The Aotearoa New Zealand curriculum Te Whāriki as a basis for developing dispositions of inclusion: Early childhood student teachers partnering with families as part of their pedagogical practice. In B. M. Rice (Ed.), Global perspectives on inclusive teacher education. (pp. 181-195). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-7703-4.ch011

McAnelly, K., & Gaffney, M. (2019). Achieving citizenship for all: Theorising active participation for disabled children and their families in early childhood education. In A. Guerin & T. McMenamin (Eds.), Belonging: Rethinking inclusive practices to support well-being and identity. (pp. 56-72). Leiden, The Netherlands: Brill. doi: 10.1163/9789004388420_005

^ Top of page

Journal - Research Article

McAnelly, K., & Gaffney, M. (2019). Rights, inclusion and citizenship: A good news story about learning in the early years. International Journal of Inclusive Education, 23(10), 1081-1094. doi: 10.1080/13603116.2019.1629123

McAnelly, K., & Gaffney, M. (2017). He waka eke noa: A case study of active participation for a disabled child in an inclusive early childhood community of practice. Early Childhood Folio, 21(1), 16-21. doi: 10.18296/ecf.0031

^ Top of page

Conference Contribution - Published proceedings: Abstract

McAnelly, K. (2019). "In the little things, the big things lie": Using sensory ethnographic and new materialist methodologies to research the active participation and learning of autistic children in early childhood settings. Proceedings of the 29th European Early Childhood Education Research Association (EECERA) Annual Conference: Early Years: Making it Count. (pp. 60-61). Retrieved from https://www.eecera2019.org/

McAnelly, K. (2019). There's more than one way to tell a story: Reimagining inclusive research with autistic children [Extended Abstract]. Proceedings of the European Conference on Educational Research (ECER). Retrieved from https://eera-ecer.de/ecer-2019-hamburg/

McAnelly, K., & Gaffney, M. (2019). Tūranga mo ngā mokopuna: A framework for realising children's rights to inclusive early childhood education. Te Hā o te Takata: Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. MCA19041. Retrieved from http://www.eenz.com/nzare19/

McAnelly, K., & Gaffney, M. (2018). Are we there yet? On the road to inclusion in Aotearoa New Zealand. Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. (pp. 90). Retrieved from http://www.nzareconference.org.nz

McAnelly, K., & Gaffney, M. (2017). This is you, this is me, this is us: Children's identity work in early childhood education. Proceedings of the New Zealand for Research in Education (NZARE) Conference. (pp. 105). Retrieved from https://forumpoint2.eventsair.com/QuickEventWebsitePortal/nzare2017/info

^ Top of page

Conference Contribution - Verbal presentation and other Conference outputs

McAnelly, K., & Gaffney, M. (2017, November). Whānau of disabled children: Their sense of belonging in early childhood settings. Keynote presentation at the Disability Matters Conference, Dunedin, New Zealand.

McAnelly, K. (2017, August). "This is a space for everyone": Using T Whāriki as a lever for inclusive teaching practice. Verbal presentation at the University of Otago College of Education Annual Research Hui, Dunedin, New Zealand.

McAnelly, K., & Bissenden, M. (2016, August). Masters of our own future: The importance of supporting ECE teachers doing postgraduate study. Verbal presentation at the University of Otago College of Education (UOCE) Annual Early Childhood Research Hui, Dunedin, New Zealand.

More publications...