Christina started her professional career as an early years teacher in Nursery Schools in London and Bristol. Alongside her teaching, she has an interest in art-making, and has worked as artist in collaborative projects with young children in schools. She completed her PhD at Manchester Metropolitan University with supervision from Professor Liz Jones. Her doctoral work explored the way that space is produced in an early years classroom drawing on non-representational theories to think about the embodied and materials processes at play. Recently she has been a full time teacher in an inner city Nursery School and Children’s Centre in Bradford.
Christina teaches on the MA in Social Research, in Contemporary Issues in Education, Childhood and Youth.
I am interested in early childhood, and using sensory ethnography and arts-based methodologies to give more weight to materials, relationships, and embodied ways of knowing. I think critically about the ways that linear developmental models can limit the ways we think about and respond to young children. Although this dominant model starts with the body of the infant as the location of sensory-motor knowledge, by placing the child-as-subject at the centre of agency and intentionality, it privileges a progression away from the body, towards the verbal and the reasonable. My interest is in exploring what we can learn by positively shifting our attention to the affective, material, and corporeal.
MacRae, C. (2017) Vibrancy, repetition, movement: reconceptualising young children in museums. Research dissemination for the ‘Musiceum Summit’ at Cambridge. In collaboration with Cambridge University and Middlesex University.
C. MacRae (2020). Tactful hands and vibrant mattering in the sand tray. Journal of Early Childhood Literacy. pp.146879842090185-146879842090185.
C. MacRae (2019). ‘Grace Taking Form’. Video Journal of Education and Pedagogy. 4(1), pp.151-166.
C. MacRae The Red Blanket: A dance of animacy. Global Studies of Childhood. pp.204361061983289-204361061983289.
A. Hackett, C. MacRae, K. McCall, L. Penfold, N. Wallis, et al. (2018). Coda: posthumous conversations. A reading group to discuss the work of Dr Elee Kirk. Children's Geographies. 16(5), pp.571-577.
A. Hackett, R. Holmes, C. MacRae, L. Procter (2018). Young children’s museum geographies: spatial, material and bodily ways of knowing. Children's Geographies. 16(5), pp.481-488.
C. MacRae, A. Hackett, R. Holmes, L. Jones (2018). Vibrancy, repetition and movement: posthuman theories for reconceptualising young children in museums. Children's Geographies. 16(5), pp.503-515.
A. Hackett, R. Holmes, B. Macrae, L. Procter (2018). Young children’s museum geographies: spatial, material and bodily ways of knowing. Children's Geographies. 16(5), pp.481-488.
C. MacRae Framing children through observation practices: using art theory to re-think ways of looking at children. Reconceptualizing Educational Research Methodology. 2(1),
C. MacRae (2012). Encounters with a Life(Less) Baby Doll: Rethinking Relations of Agency through a Collectively Lived Moment. Contemporary Issues in Early Childhood. 13(2), pp.120-131.
M. MacLure, L. Jones, R. Holmes, C. MacRae (2012). Becoming a problem: behaviour and reputation in the early years classroom. British Educational Research Journal. 38(3), pp.447-471.
L. Jones, M. MacLure, R. Holmes, C. MacRae (2012). Children and objects: affection and infection. Early Years. 32(1), pp.49-60.
C. MacRae (2011). Making Payton's Rocket: Heterotopia and Lines of Flight. International Journal of Art & Design Education. 30(1), pp.102-112.
M. MacLure, R. Holmes, C. MacRae, L. Jones (2010). Animating classroom ethnography: overcoming video‐fear. International Journal of Qualitative Studies in Education. 23(5), pp.543-556.
L. Jones, R. Holmes, C. Macrae, M. Maclure (2010). Documenting classroom life: how can I write about what I am seeing?. Qualitative Research. 10(4), pp.479-491.
M. MacLure, R. Holmes, L. Jones, C. MacRae (2010). Silence as Resistance to Analysis: Or, on Not Opening One’s Mouth Properly. Qualitative Inquiry. 16(6), pp.492-500.
C. MacRae (2008). Representing Space: Katie's Horse and the Recalcitrant Object. Contemporary Issues in Early Childhood. 9(4), pp.275-286.
C. MacRae (2007). Using sense to make sense of art: young children in art galleries. Early Years. 27(2), pp.159-170.
R. Holmes, M. MacLure, L. Jones, C. MacRae (2015). Silence as resistance to analysis. Or, on not opening one's mouth properly. AM. Otterstad, AN. Reinertsen, AB. Reinertsen. In: Metodefestival og øyeblikksrealisme [Method-celebration/party and moments of realism]. Norway: Fagbokforlage,
C. Macrae (2013). Teacher, Researcher and Artist: Thinking About Documentary Practices. In: Young Children, Pedagogy and the Arts: Ways of Seeing, New York: Routledge.
C. Macrae (2011). ‘Ethnography’. In: Research Methods n the Social Sciences.
L. Jones, R. Holmes, M. MacLure, C. MacRae (2010). Critical politics of play. GS. Cannella, LD. Soto. In: Childhoods: A Handbook. Peter Lang,
M. MacLure, L. Jones, R. Holmes, C. MacRae (2010). Childhood and the construction of critical research practices. GS. Cannella, LD. Soto. In: Childhoods: A Handbook. Peter Lang,
L. Jones, R. Holmes, C. MacRae, M. MacLure (2010). 'Improper' children. N. Yelland. In: Critical Issues In Early Childhood Education. Buckingham: Open University Press,
R. Holmes, C. Arculus, B. Macrae 2-Curious: A pilot investigation into the potential of performance-based practice in dialogue with early years practice in two funded two-year old settings. , Curious Minds.
A. Hackett, L. Procter, B. Macrae (2017). How do families with under fives experience museums? A reserach report for Humber Museums Partnership. Manchester Metropolitan University, Humber Museums Partnership.
MacRae, C. (2017) Vibrancy, repetition, movement: reconceptualising young children in museums. Research presentation at for the ‘Musiceum Summit’ at Cambridge.
Allmer, P., Holmes, R., Jones, L., MacLure, M. & MacRae, C. (2010) Encounters with Art Theory. Keynote address at ESRI Summer Institute in Qualitative Research: Putting Theory to Work (SIQR)
2-Curious: More Than Words ESRC-funded 1+3 Collaborative Studentship Award with Curious Minds (Arts Council Bridge organization) MacRae, C. Hackett, A. & Holmes, R. (Sept 2017–Aug 2021)
2-Curious: Arts Pilot Project Investigating the potential of art-based practice in relation to pedagogic practice with 2-year olds. Curious Minds. MacRae, C. Hackett, A. & Holmes, R. (2018)
The Sensory Nursery Research Residency with Two Year olds at Martenscroft Nursery School and Children's Centre. (2016-2019)
How do families experience our museums? Humber Museum Partnership. Hackett, A., Procter, L. & MacRae, C. (2016-2017)
Principal Investigator for Arts and Humanities Research Council funded Practice-Led Project: The secret life of objects: an artist residency in an early years classroom Ref. No AH/H008403/1 (2009-2010)
Research Assistant, Collaborative Action Research project funded by Manchester Museum with the Curatorial and Learning Teams at Manchester Museum, Bolton Museum, Art Gallery and Aquarium, and Harris Museum and Art Gallery in Preston. (2007-2008)
Research Assistant, Economic and Social Research Council funded project, Becoming a Problem: How and Why Children Acquire a Reputation as ‘Naughty’ in the Earliest Years at School. Project Researcher with Maggie MacLure, Liz Jones, Rachel Holmes. (2006-2008)
Research Assistant, Young Children in the Art Gallery. Manchester City Art Gallery, Esmée Fairbairn Foundation and Manchester Metropolitan University. (2006)
Research Assistant, Eureka Project. (Evaluating learning experiences of early years children in a children’s science museum) funded by Esmée Fairbairn Foundation (2003-4)
Guest-editor of Practice.ie; a practice oriented website for artists working in schools based in Ireland.