Volume 51, Number 2, May 2026

EN:

Utilizing a duoethnography research methodology, postsecondary students and professors discussed how preschool children’s engagement in craftivism supported their understanding of homelessness. Media and picture books provoked conversations and increased the children’s awareness of social issues impacting marginalized youth who are silenced and othered. Third-wave feminist ideas related to craftivism and Miranda Fricker’s thinking on epistemic injustice provided a scholarly framework for the research. The study findings point to the importance of listening to children’s voices and honouring their right to actively explore social issues through play, dialogue, and craftivism.

EN:

This article uses an autotheoretical approach to examine epistemic injustice in postsecondary early childhood education and care (ECEC). Drawing on Miranda Fricker’s framework of epistemic injustice and my personal narratives, I explore how dominant developmentalist and neoliberal discourses marginalize alternative knowledges and lived experiences in ECEC programs. Through reflective vignettes centered on affirmative experiences of being listened to by my grandmother, I analyze testimonial and hermeneutical injustices faced by educators and students whose identities and epistemologies fall outside of normative developmental frameworks. This article argues that hierarchical knowledge structures and accreditation standards perpetuate exclusion and proposes listening as an ethical and political practice to advance epistemic justice. It concludes by envisioning democratic ECEC spaces that embrace multiplicity, challenge developmentalist hegemony, and create openings for diverse ways of knowing and being.

EN:

Increasingly, literature affirms the integral role Black mothers play in cultivating humanizing learning spaces for young Black children. Such work recognizes the epistemic injustices Black mothers and their children endure in early childhood education and care programs. Despite Black mothers’ prominence in their children’s lives, limited research explores the ways Black mothers’ leadership supports the well-being of young Black children in early learning settings. This arts-informed autoethnography draws on literature and personal stories to investigate how the author, a Black mother scholar, reaffirmed her maternal leadership while attending a child and family early learning program in Ontario.

EN:

Early childhood education and care is heavily influenced by epistemologies rooted in the perspectives of white European men, which prioritize neoliberal ideals of developmental knowledge, standardization, and assessment. These frameworks limit the scope of research, policy, and pedagogy in the field. This paper examines how developmentalism, as a manifestation of white patriarchal knowledge, functions as an epistemic injustice that marginalizes young refugee children and families in their schooling experiences during resettlement in Ontario, Canada. Through the lenses of Black feminist thought and the sociology of childhood, this analysis highlights how developmentalist discourses contribute to deficit-based perspectives of refugee children, shaping their educational experiences and reinforcing their marginalization.

EN:

The lives, selves, and social worlds of racialized disabled children and their parents have been hidden and silenced under the weight of grand metanarratives about the white disabled child. In this way, the centrality of the white disabled Eurocentric child is a symbolic violence that has erased the lives of other children, especially Black children and their families. In this qualitative interpretive study, we utilized a theoretically informed approach to explore the parenting journeys of Black parents who care for disabled children. We found that anti-Black racism, as symbolic violence, was constituted by health care narratives about biological determinism. Health systems also symbolically violated the lives of Black mothers through practices of bodily control and surveillance, and the wisdom and generational knowledge of Black mothers as experts on their children’s lives was erased through the practice of being rendered incompetent. Implications: Following calls by Black feminists, we suggest that scholars, theorists, and clinicians must theoretically and empirically center the lives of Black mothers with disabled children while recognizing the grave harms of anti-Black racism in children’s hospital spaces.