In this article, the authors critically and generatively encounter emergent curriculum, drawing from their experiences working as pedagogistas in three different early childhood education centres in Western Canada. The intent is to engage with the concept of emergence as that which can bring ethical and political engagements with curriculum and…

This article aims to center Indigenous onto-epistemologies and Black feminist geographies in considerations of place, environment, and "nature" in early childhood studies. We consider how these perspectives might enact knowledge-making that politicizes, unsettles, and (re)stories place-based studies of childhood. In particular, we are…

The authors bring together decolonial, place attuned, and critical posthumanist orientations to analyze an event during a residential workshop organized as part of a state-funded research project on decolonizing early childhood discourses in South Africa. An invitation during the workshop to grapple with what might be unsettling by attending to…

In this paper, I craft a methodological orientation for attending to the intricacies of everyday place encounters in early childhood settings with particular attention to settler colonialism and more-than-human entanglements. Drawing from my work with children and educators in childcare settings located in what is now British Columbia, Canada, I…

In this article, we bring attention to absences and deficit assumptions that continue to circulate in relation to environmental education for young Black children in North America. We focus our attention on tracing some of the ways in which racial innocence works to exclude and limit possibilities for young Black children's learning. Our analysis…