Vol. 12 No. 1 (2025): Post-foundational and Critical Childhood Studies: New and Emerging Scholarship-Part II
Guest Editors: Meredith Whye and Xue Yin, University of Wisconsin-Madison
This second part of the International Critical Childhood Policy Studies' special issue, Embracing the Multiple: Emerging Critical Scholarship in Early Childhood Education (Part I was published in December 2024 as Vol. 11(1)), explores the diversity of critical early childhood scholarship. This issue examines how themes such as play, trust, and power are negotiated across various educational contexts, from global to local settings. Drawing on posthumanist theories, the issue challenges traditional human/nonhuman distinctions and critiques hierarchical, Eurocentric narratives in early childhood education. By embracing post-qualitative methodologies, the contributors integrate theory with diverse research approaches—autoethnography, participatory research, video-cued ethnography—offering insights into relational dynamics and emergent educational practices. This collection reimagines early childhood education, advocating for transformative approaches that recognize children’s agency, cultural identities, and the complexities of their lived experiences.
Published:
2025-02-28
