Dr Sarah ReddingtonAssociate Professor

Sarah Reddington is an Associate Professor in Child and Youth Study. She holds a BA/BPE and an MEd (Inclusive Focus) from Acadia University and a PhD from the University of South Australia (2014).

Background

Sarah’s research in the field of critical disability and gender studies focuses on how underrepresented young people are impacted by dominant, contemporary knowledges. Explicitly, her research explores how institutionalized practices, policies and programs impact marginalized young people’s subjectivities and equitable access to education. Sarah’s body of research engages with poststructural thinking, affect theory, posthumanism, Deleuzoguattarian theory, queer theory, diffraction and new materialism to challenge the conditions of oppression with the large aim to remove systemic barriers and attend to the complexity of individual experience. Sarah’s sub-research area investigates young children’s exploration of physical movement. Sarah has developed a community young children’s movement program, called PACE (Physically Active Children Excel). The PACE program is delivered one morning a week on campus, and it is run by Mount student volunteers.

Sarah’s teaching and thesis supervision interests include:

  • Critical child and youth studies
  • Critical disability studies
  • Gender studies
  • Inclusive pedagogy (equity and accessibility, rights and advocacy, differentiated instruction, arts-based methods, Universal Design for Learning)
  • Physical literacy and movement

Select Publications:

Book:

Reddington, S. & Theunissen, S. (Eds.). (2021). The Collected Stories of the Warriors of the Red Road at Sea. Eastern Woodland Publishers.

Journals:

Gaskarth, S. & Reddington, S. (2024). Transgender Men and Non-Binary Individuals’ Right to Pregnancy. Proceedings of the 7th International Conference on Gender Research (IGCR), 7(1), 152-157. DOI: https://doi.org/10.34190/icgr.7.1.2026

Reddington, S. (2023). Early childhood educators reflect on their conversations with parents about children’s diverse gender expression. Brock Education Journal, 32(2), 9-28.  https://doi.org/10.26522/brocked.v32i2.976

Reddington, S. (2023). Review of the book [Achieng-Evensen, C., Stockbridge, K. & SooHoo, S. (Eds.) (2021). Freirean echoes: Scholars and practitioners dialogue on critical ideas in education. Myers Education Press]. Frontiers in Contemporary Education, 4(1). DOI: https://doi.org/10.22158/fce.v4n1p6

Fakhari, N., McIssac, J.L., Spencer, R., Reddington, S., Madrona, A., McLean, C., Harkins, M.J., Stirling Cameron, E. (2023). Looking through the Lens: A photovoice examining access to services for newcomer children. International Journal of Qualitative Studies on Health and Well-being, 18(1), p. 1-17.  https://doi.org/10.1080/17482631.2023.2255176 

Reddington, S. (2022). Authenticating disability perspectives and advancing inclusive agendas that value disability identity in schools. International Journal of Special Education, 37(1), 15-23. DOI: https://doi.org/10.52291/ijse.2022.37.23

Reddington, S., Theunissen, S., & MeDrano, J. (2021). Conditions for success: Indigenous youth reflections on their experiences with Canadian education systems. INYI Journal, 11(1), 1-11. DOI: https://doi.org/10.25071/1929-8471.73

Reddington, S. (2020). Early childhood educators’ understandings of how young children perform gender during unstructured play. Journal of Childhood Studies, 45(4), 49-60.  DOI: https://doi.org/10.18357/jcs00019142

Brown, A., McIsaac, J.-L. D., Reddington, S., Hill, T., Brigham, S., Spencer, R., & Mandrona, A. (2020). Newcomer families’ experiences with programs and services to support early childhood development in Canada: A scoping review. Journal of Childhood, Education & Society, 1(2), 182-215. https://doi.org/10.37291/2717638X.20201249

Reddington, S. (2019). Affective value and the significance of understanding disabled youth’s intensification of affects. Canadian Disability Studies Journal, 8(3), 1-17.

Reddington, S. & Price, D. (2018). Pedagogy of new materialism: Advancing the educational inclusion agenda for children and youth with disabilities. Disability Studies Quarterly, 38(1). DOI: http://dx.doi.org/10.18061/dsq.v38i1

Reddington, S. & Price, D. (2017). Trajectories of Smooth: Mapping two young men with autism spectrum experiences in Canadian school spaces. International Journal of Inclusive Education, 21(12), 1197-1209. DOI: 10.1080/13603116.2017.1336576

Reddington, S. & Price, D. (2016). Cyborg and autism: Exploring new social articulations via

posthuman connections. International Journal of Qualitative Studies in Education, 29(7), 882-892 DOI: 10.1080/09518398.2016.1174898

Book Chapters:

Reddington, S. & McLean, C. (2021). Inner city youth ‘building their own foundation’: From art appreciation to enterprise. In D. Price, J. Carter & B. McGill (Eds.), Youth on the edge: Arts, power and educational futures. Palgrave MacMillan.

Reddington, S. (2021). Introduction: All my relations. In S. Reddington & S. Theunissen (Eds.), The Collected Stories of the Warriors of the Red Road at Sea (pp 10-17). Eastern Woodland Publishers.

Reddington, S. (2017).  A pedagogy of movement and affect: Young men with ASD and intersubjective possibilities. In C. Loeser & B. Pini (Eds.), Disability and Masculinity: Corporeality, Pedagogy and the Critique of Alterity (pp 45-63). Palgrave MacMillan Publishers.