Cristina has been teaching at Capilano since 2005. She pursued her pedagogista studies at the Univeristy of Siena (Italy) and finished her doctoral work at UBC in 2012. In her doctoral work she addressed the ethical question of living well with others within pedagogical contexts. This scholarship focused on the relation between the conceptualization of community and the possibilities for the teacher as a thinking subject. Her current research interests and activities further this focus, with the addition of areas such as problematizing issues of subjectivity in relation to prescribed practices in early childhood education, documentation and curriculum innovation, and the reconceptualization of pedagogical relationships from post-structuralist, post-humanist and matierial feminist theorizations. In her work as pedagogista she is also inspired by pedagogical work that understands curriculum and subjectivity as emergent as well as considering the life of curriculum from tangible and intangible formations.
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Vintimilla, D.C.(forthcoming). Neoliberal fun and happinnes in early childhood education. Canadian Children.
Phelan, A. & Vintimillia, C.D.(Forthcoming). Nothing will come of nothing: reconsidering autonomy in professional life. in L. Stone and J. Marshall (Eds.) Handbook on Post-structuralism and Education. The Netherlands: SENSE Publishers.
Vinitmilla, C.D. (2010). These ventriloquist walls: troubling language in early childhood education in Pacini-Ketchabaw, V. (Ed.). Flows, rythms and intensities of early childhood education curriculum. NY: Peter Lang.
Vintimilla, D.C.(2010) The order of being and the aporetic structure of the event. Conversation on Curriculum and Pedagogy. Issue 3. 10-13.
Giles, G & Vintimilla, C.D. (2007). The Opacity of the Self, Sovereignty and Freedom: In Conversation with Arendt, Derrida & Butler. Paideusis: The Journal of the Canadian Philosophy of Education Society (CPES), 16(2), 35-44.