Part1: Reconceptualizing Literacies and Children’s Identities in the Current Visual and Linguistic Landscape: Reading and Writing for Liberation
1. “You’re Hot Lunch, Aren’t You?”: (Re)Producing Inequity in Children’s Worlds
2. Black Language as a Liberatory Practice: Young Multilingual Black Children Exploring Their Cultural and Linguistic Identities
3. Examining the Aesthetics of Black Working-Class Childhoods in Literature for Children
Part2: Reconsidering Methods of Inquiry: Children’s Sensory Engagements and the Resounding Traces of Children’s Lives
4. Sitesensing: Methods for Connecting to Young Children’s Worlds
5. Who Gets to “Play”? Play, Autism, and Possibilities for More-than-human Young Childhoods
6. The “No Noise Chair” and Other Willful Objects: Examining Young Children’s Sonic ‘Moorings’ and Animate Literacies in Geographies of Play
7. (Re)Sounding Children’s Worlds: Making a Case for Methods that Tune In
Part3: Rethinking the Relationships Between Children and Adults: Intergenerational Intersections, Crossings, and Interactions
8. Expanding Notions of Children’s Transnational Lives and the Phenomenology of Migration
9. Stacked Childhoods: Re-Membering as Pedagogical Practice
10. Transnational Flows and Linguistic Fluidity in an Ethnic Public Space: The Experiences of a Young Emergent Bilingual
11. Decentering Whiteness in Early Childhood Teacher Education: Supporting BIPOC Preservice Teachers Through Culturally Relevant and Sustaining Practices
Part4: Reengaging with Communities and Families in a Post-World
12. Out of the Classroom & Onto the Runway: Queer and Trans Pedagogies in Early Childhood
13. “Pandemic as Portal” in Early Education: Understanding the Disruptions of COVID-19 as an Invitation to Imagine and Create a New Vision of Preschool
14. Children’s Print Magazine: An Example from Pakistan on Fostering Literacy and Socioemotional Learning During the Global Pandemic
15. To Protect and Nurture: (Re)Imagining Mentoring for Black Boys in the Early Grades