In chapter 12 ‪@drbllingslp.bsky.social‬ & Xigrid Soto-Boykin provide a snapshot of their critical praxis, offering examples from their work in speech-language pathology to critically question what counts as “good” languaging.

In chapter 11 Lilly Padía & Christasany Turner discuss how early childhood teacher education praxis might be rooted in Black feminist thought and Disability Critical Race Theory (DisCrit). 🤩

Then Hailey Love & I use perspectives from disability justice & abolition to expose our own compliance with early childhood pedagogical “scripts,” and imagine beyond these scripts in our roles as early childhood teacher educators (chapter 10).

In chapter 9 Rae Begaye-Tewa, Elizabeth Ruiz, & Nicole Begay offer a a conceptual framework rooted in Indigenous storywork and knowledges, elevating families’ perspectives about inclusive early childhood education. 🙌🏻✨

In chapter 8 Jie Park highlights how Latina mothers created a pedagogy of relationality and& interdependence for their children with disabilities as they navigated remote education during COVID-19. 🥰

Then in chapter 7 Christine Hancock & Chelsea Morgan present discursive strategies that families of infants and toddlers use to enact resistance during decision-making with Early Head Start home visitors.

In chapter 6 Ame Christiansen shows how pedagogical narration within an Australian nature-based preschool can make visible how children with disabilities engage in relational ways of knowing and being. 🌱

In chapter 5, ‪@katiekat.bsky.social‬ Rosie Tuffour-Mercedat, Elizabeth Barcay, Brianna Doherty, A.R. Shearer, & Jasmin Stoffer discuss ways of resisting the pervasive erasure of disability identity and history in early childhood curricula. 🔥

In chapter 4 Devanshi Unadkat & 3rd grade teacher Carrie Cuenca illustrate how they resisted standardized literacy approaches and supported a neurodiverse child, Kit, to position himself as “creative” and belonging in the classroom.

In chapter 3, Bárbara Baptista de Oliveira & Ana Luisa Gediel present a case study of a Deaf, Autistic child in Brazil, highlighting her “escape routes” as resistance to discipline, body control, and the pursuit of standardization.

In chapter 2, Nickie Coomer, William Proffitt, Colleen Campbell, & Teukie Martin center young children who have been labeled as experiencing emotional and behavioral difficulties; they explore the ways children, themselves, narrate their experiences.

In chapter 1, @acboyce.bsky.social and Malcom King critique how educational reforms aimed at addressing young children’s socio-emotional learning carry eugenics ideologies forward. IT IS SO GOOD 🔥

The volume showcases how critical perspectives on disability can inform our work with children, families, and teachers in early childhood settings. We argue that a focus on disability and ableism in early childhood is necessary for cultivating freedom and belonging.

We will all be subject to the conditions of collective resistance or collective surrender that we establish now as conditions deteriorate.