Journal of Childhoods and Pedagogies

NEW website domain and EXTENDED DEADLINE: April 15

2026-02-09

**Please visit our new website: journalofchildhoodsandpedagogies.ca. Our old site will direct you to this new site only until February 17. After that, our old domain will no longer exist.

EXTENDED DEADLINE: April 15, 2026

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. See details below or at journalofchildhoodsandpedagogies.ca .

Call for Papers EXTENDED: Transformative inclusive pedagogies 

2025-12-22

EXTENDED 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. See details below.

Vol. 3 No. 2 (2026): Special Issue - Slowing down in neoliberal times: Engaging in deep pedagogical listening as resistance

Photo Credit: Catalina Baeza Hidalgo . Photo is black and white and shows two children cupping their hands towards one another.

You are invited to engage in this special issue, which shares five pedagogical narrations across a wide range of topics; each includes “an ethical and creative event composed of ongoing communication and processes of re-living and re-enacting experiences” (Kim, 2023, p. 4). These pedagogical narrations ask us to consider how we can allow ourselves to slow down and engage in deep listening, which is the foundation for any reciprocal relationship, human and more-than-human, and an “active verb that involves interpretation” (Rinaldi, 2001, p. 80). I invite the reader to think about how this slowing down and attuning to our context can be a process of resistance against the “neoliberal regimes” that are evermore present in our work in education (Davies, 2005).

ISSN: 2368-948X

Published: 2026-03-11