Disrupting Developmentalism in Canadian Early Years Education: Centring Marginalized Knowledges

Disrupting Developmentalism in Canadian Early Years Education challenges dominant discourses about children and childhood by centring marginalized and subjugated voices, experiences, and knowledges. Confronting systemic white supremacy, cis-heteronormativity, ableism, and sanism rooted in developmental psychology, the authors invite educators to imagine new possibilities for understanding children, childhood, and education. The collection explores critical activist knowledges for disrupting developmentalism through contributions from teachers, practitioners, and educators, including narratives and lived experiences. This text will be an invaluable resource for early childhood education, teacher education, and child and youth studies programs in Canadian colleges and universities with courses focusing on child development, equity, diversity, inclusion, critical perspectives and/or contemporary issues in early childhood education.