Journal of Childhoods and Pedagogies: Announcements

NEW website domain and EXTENDED DEADLINE: April 15

2026-02-09T13:20:42+00:00

DEADLINE EXTENDED: April 15, 2026

Issue: Transformative inclusive pedagogies

In this peer-reviewed issue of the Journal of Childhoods and Pedagogies, we create space for inquiries and dialogues with social justice, inclusive practices, and disability studies in early childhood care and education (ECCE). The issue aims to contribute to and expand reconceptualist perspectives in ECCE that challenge the dominance of neoliberal education, biomedical and deficit discourses of disability, and the primacy of child developmental psychology and other colonial discourses. We ask,

What would become possible in pedagogical encounters sustained within practices of the ethics of care with children through a lens of social justice and inclusion?

How could notions of interdependence destabilize power structures fomented by deficit perspectives and invite inclusive pedagogies that are more reciprocal, relational and responsible?

What it might mean to create a space where differences and otherness could co-exist?

How have projects of social justice in education been challenging violent colonial discourses and neoliberal policies?

Submissions should reflect critical engagements with critical and reconceptualist perspectives in education. The issue holds a special interest in multidisciplinary and intersectional stories, histories, and scholarship of/with marginalized communities. We invite contributions that elaborate on perspectives in social justice education stemming from Indigenous studies, childhood studies, critical disability studies, critical race studies, gender studies, among others. We are particularly interested in expanded dialogues grounded in postfoundational theories and more-than-Western perspectives/ worldviews.

We welcome submissions in multiple formats and languages. Contributions can include but are not limited to first-person stories and/or family stories, research papers, literature reviews, historical studies, speculative papers, book reviews, and arts-based pieces - including multimedia formats (video-performances, arts/music composition, animations, video storying, etc.). Submit on journalofchildhoodsandpedagogies.ca.

Editors

Caroline Brendel Pacheco and Dr. Shawna M. Carroll

References or Openings

Berne, P. (Spring/Summer 2018). Ten principles of disability justice. WSQ: Women’s Studies Quarterly, 46(1&2), 227-230.

Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. Routledge Falmer.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(10), 25-53. https://www.jstor.org/stable/1170593

Nxumalo, F. & Brown, C. P. (Eds.). Disrupting and countering deficits in early childhood education. Routledge.

Nxumalo, F., & Cedillo, S. (2017). Decolonizing place in early childhood studies: Thinking with Indigenous onto-epistemologies and Black feminist geographies. Global Studies of Childhood, 7(2), 99-112. https://doi.org/10.1177/2043610617703831

Shannon, D. B. (2020). Neuroqueer(ing) noise: Beyond ‘mere inclusion’ in a neurodiverse early childhood classroom. Canadian Journal of Disability Studies, 9(5), 489-514.

Tuck, E. & Yang, K. W. (Eds.). (2018). Toward what justice? Describing diverse dreams of justice in education. Routledge

Wood, R. (2015). To be cared for and to care: Understanding theoretical conceptions of care as a framework for effective inclusion in early childhood education and care. Child Care in Practice, 21(3), 256-265.

Photo Credit: Catalina Baeza Hidalgo

Call for Papers EXTENDED: Transformative inclusive pedagogies

2025-12-22T11:14:26+00:00

Call for Papers EXTENDED: Transformative inclusive pedagogies

NEW DEADLINE: January 31, 2026

In this issue of the Journal of Childhoods and Pedagogies, we create space for inquiries and dialogues with social justice, inclusive practices, and disability studies in early childhood care and education (ECCE). The issue aims to contribute to and expand reconceptualist perspectives in ECCE that challenge the dominance of neoliberal education, biomedical and deficit discourses of disability, and the primacy of child developmental psychology and other colonial discourses. We ask,

What would become possible in pedagogical encounters sustained within practices of the ethics of care with children through a lens of social justice and inclusion?

How could notions of interdependence destabilize power structures fomented by deficit perspectives and invite inclusive pedagogies that are more reciprocal, relational and responsible?

What it might mean to create a space where differences and otherness could co-exist?

How have projects of social justice in education been challenging violent colonial discourses and neoliberal policies?

Editors

Caroline Brendel Pacheco and Dr. Shawna M. Carroll

References or Openings

Berne, P. (Spring/Summer 2018). Ten principles of disability justice. WSQ: Women’s Studies Quarterly, 46(1&2), 227-230.

Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. Routledge Falmer.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(10), 25-53. https://www.jstor.org/stable/1170593

Nxumalo, F. & Brown, C. P. (Eds.). Disrupting and countering deficits in early childhood education. Routledge.

Shannon, D. B. (2020). Neuroqueer(ing) noise: Beyond ‘mere inclusion’ in a neurodiverse early childhood classroom. Canadian Journal of Disability Studies, 9(5), 489-514.

Tuck, E. & Yang, K. W. (Eds.). (2018). Toward what justice? Describing diverse dreams of justice in education. Routledge

Photo Credit: Catalina Baeza Hidalgo

NEW Call for Papers: Transformative inclusive pedagogies

2025-10-17T12:41:46+00:00

Call for Papers on NEW Issue: Transformative inclusive pedagogies

DEADLINE: December 31, 2025

What would become possible in pedagogical encounters sustained within practices of the ethics of care with children through a lens of social justice and inclusion?

How could notions of interdependence destabilize power structures fomented by deficit perspectives and invite inclusive pedagogies that are more reciprocal, relational and responsible?

What it might mean to create a space where differences and otherness could co-exist?

How have projects of social justice in education been challenging violent colonial discourses and neoliberal policies?

Editors

Caroline Brendel Pacheco and Dr. Shawna M. Carroll

References or Openings

Berne, P. (Spring/Summer 2018). Ten principles of disability justice. WSQ: Women’s Studies Quarterly, 46(1&2), 227-230.

Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. Routledge Falmer.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(10), 25-53. https://www.jstor.org/stable/1170593

Nxumalo, F. & Brown, C. P. (Eds.). Disrupting and countering deficits in early childhood education. Routledge.

Shannon, D. B. (2020). Neuroqueer(ing) noise: Beyond ‘mere inclusion’ in a neurodiverse early childhood classroom. Canadian Journal of Disability Studies, 9(5), 489-514.

Tuck, E. & Yang, K. W. (Eds.). (2018). Toward what justice? Describing diverse dreams of justice in education. Routledge

Photo Credit: Catalina Baeza Hidalgo

Reminder: JCP Call for Papers Extended to September 30, 2025

2025-09-19T13:48:16+00:00

Special edition of the JCP - submission deadline Sept. 30, 2025

Theme: Curriculum inquiry, pedagogical documentation, and unconventional multimedia works

This call extends our issue from 2023. In this newer issue, the Journal of Childhoods and Pedagogies invites educators, researchers, and scholars to submit innovative works exploring pedagogical narrations and multimedia documentation in early childhood education. This special issue seeks contributions that stretch traditional academic boundaries, by considering storytelling, digital media, and artistic representations, just to name a few possible formats, to touch upon undiscovered pedagogical potentialities, along with pedagogical narrations as in-process curriculum-making.

The practice of pedagogical documentation is much more than making children's learning visible. Instead, it should be understood as a way of giving value to pedagogical work. According to Malaguzzi (2012), education is about taking positions on ethical and pedagogical values. Thus, what kinds of meanings we make through pedagogical documentation matters (Lenz Taguchi, 2010). In other words, working with pedagogical documentation leaves a visible manifesto offering the possibility to discuss and engage in dialogue around the pedagogical work and disposition, generating questions, meanings, curiosity, and knowledge. In this regard, Lenz Taguchi (2010) argues that pedagogical documentation is an active agent in generating discursive knowledge and part of the process of constructing meaning in pedagogical practice, "it becomes what it actively does and performs" in relation to the curriculum-making process (p. 64). Pedagogical documentation takes the shape of the curriculum inquiry. It becomes a driving force in the curriculum-making process, opening possibilities for approaching curriculum as becoming and living.

Therefore, in this new issue of the Journal of Childhoods and Pedagogies, we invite examples of pedagogical documentation that regard the curriculum inquiry and pedagogical documentation as living and ongoing processes that perceive: educators/researchers engaging in a collaborative process of creating knowledge and meanings with children; pedagogical documentation as the process of curriculum making with children, that generates ideas, concepts, stories, and questions and/or is concerned with onto-epistemology; work that attends to how ideas, knowledge, understandings are created and constructed; pedagogical documentation as a way of knowing, re-knowing, re-cognizing the worlds, and a way of challenging and disrupting the taken for granted status quo.

Submission Requirements for Pedagogical Narrations

Submission format: PowerPoint slides with a title page containing the title, author’s name, and affiliation; the title page may contain photographs that represent the work. The pedagogical documentation should have a table of contents and a reference list. Format for letter-size paper, landscape orientation (not widescreen).

Length: maximum 60 slides (without title page and references).

Photo consent forms from families, childcare centres and educators must be submitted with the work.

Word count: not specified, however, authors should be mindful of the readability of their pedagogical documentation (slides should not be overwhelmed with text).

Text format: font of choice, size 12-14, 1.5 space. 16 font for minor headings, 24 font for major headings or title pages. Use a standard readable font.

NOTE: if you have a creative idea outside of the traditional PPT format, please email the editors. We are also welcoming new perspectives and formats.

Photo requirements

Images should be saved at a maximum 150 dpi and should not be larger than 1.5 MB. Please adjust the size/compress the individual images before adding them to your PowerPoint. If the authors are using photographs of other artists, permissions are needed. If the authors are using a copyright-free photo, they need to add the source webpage to the photo credit.

The total size of your submission should not exceed 700 MB.

Submission Requirements for Alternative Multimedia Processes in ECCE.

As the vision of the Journal of Childhoods and Pedagogies states, we are welcoming various submission formats: text format, collage, video, interactive infographics, podcasts, conference presentations, dramatized research narratives, photo essays visual journals, pedagogical music compositions, lectures, soundscapes, poster presentations, slide decks, multimedia storytelling.

Please submit your work as a PDF document with clear images and fonts that are readable. If you are submitting video and multimedia formats, please make sure that they contain text that introduces and describes your submission.

Sincerely,

Guest Editors: Dr. Bo Sun Kim and Dr. Annabella Cant

Capilano University

JCP Call for Papers Extended to September 30, 2025

2025-08-29T11:00:00+00:00

Theme: Curriculum inquiry, pedagogical documentation, and unconventional multimedia works

The Journal of Childhoods and Pedagogies invites educators, researchers, and scholars to submit innovative works exploring pedagogical narrations and multimedia documentation in early childhood education. This special issue seeks contributions that stretch traditional academic boundaries, by considering storytelling, digital media, and artistic representations, just to name a few possible formats, to touch upon undiscovered pedagogical potentialities, along with pedagogical narrations as in-process curriculum-making.

Submission Requirements for Pedagogical Narrations

Length: maximum 60 slides (without title page and references).

Photo consent forms from families, childcare centres and educators must be submitted with the work.

Word count: not specified, however, authors should be mindful of the readability of their pedagogical documentation (slides should not be overwhelmed with text).

Text format: font of choice, size 12-14, 1.5 space. 16 font for minor headings, 24 font for major headings or title pages. Use a standard readable font.

NOTE: if you have a creative idea outside of the traditional PPT format, please email the editors. We are also welcoming new perspectives and formats.

Photo requirements

The total size of your submission should not exceed 700 MB.

Submission Requirements for Alternative Multimedia Processes in ECCE.

Sincerely,

Dr. Shawna Carroll, Editor-in-Chief

Dr. Annabella Cant, Guest Editor

Capilano University

A new Call for Papers - please share with your contacts!

2024-01-09T19:04:51+00:00

Call for Papers - Deadline March 15, 2024

Issue: Transformative inclusive pedagogies

In this issue of the Journal of Childhoods and Pedagogies, we create space for inquiries and dialogues with social justice, inclusive practices, and disability studies in early childhood care and education (ECCE). The issue aims to contribute to and expand reconceptualist perspectives in ECCE that challenge biomedical and deficit discourses of disability, the primacy of child developmental psychology, and the dominance of neoliberal education. We ask,

What would become possible in pedagogical encounters sustained within practices of the ethics of care with children with disabilities?

How could notions of interdependence destabilize power structures fomented by deficit perspectives and invite inclusive pedagogies that are more reciprocal, relational and responsible?

What it might mean to create a space where differences and otherness could co-exist?

Submissions should reflect critical engagements with the social model of disability as well as the principles of disability justice. The issue holds a special interest in multidisciplinary and intersectional stories, histories, and scholarship of/with marginalized communities. We invite contributions that elaborate on perspectives in social justice education stemming from Indigenous studies, childhood studies, critical disability studies, critical race studies, gender studies, among others. We are particularly interested in expanded dialogues grounded in postfoundational theories and more-than-Western perspectives/ worldviews.