Early childhood education has earned a prominent place on the political agendas of many countries throughout the world because it concerns one of the most important topics for people and societies--educating and caring for children and respecting their rights. Given the global attention and action related to early childhood policies and curricula, the time to explore the tensions, political agendas, and taken-for-granted notions about children, childhood, and learning is now.
This volume contains pan-Canadian research from scholars grounded in reconceptualist curriculum theorizing that draws from sociocultural, feminist, critical, postmodern, and decolonizing understandings about early childhood, education, and care. These reconceptualist perspectives exist to examine limits, problematics, and possibilities of ECE, and to provide counter narratives to dominant ECE discourse of developmentalism, economic investment, and the universal child.