Editorial

Baker, B. (1999). The dangerous and the good? Developmentalism, progress, and public schooling. American Educational Research Journal, 36(4), 797–834. https://doi.org/10.3102/00028312036004797

Best Start Panel on Early Learning. (2007). Early learning for every child today: A framework for Ontario early childhood settings. Government of Ontario. http://www.edu.gov.on.ca/childcare/oelf/continuum/continuum.pdf

Davies, A. W. (2023a). Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics. Contemporary Issues in Early Childhood, 24(2), 124–146. https://doi.org/10.1177/14639491231155555

Davies, A. W. (2023b). Teaching with madness in pre-service early childhood education and care (ECEC): Bringing autobiographical mad subjectivities and promoting curiosity. In P. P Trifonas & S. Jagger (Eds.), Handbook of curriculum theory and research (pp. 1–24). Springer International.

Davies, A. (2025a). Can we madden post-secondary early education and care. Potentia, 1(1). https://doi.org/10.14288/pace.v1i1.200305

Davies, A. (2025b). Queer-trans-madness in early childhood teacher education. In S. J. Kaka, M. S. Hollstein, E. Kenyon, & N. C. Patterson (Eds.), Teacher educators as scholar citizens activism and resistance in uncertain times (pp. 15–32). Bloomsbury.

Davies, A. W. J., Abawi, Z., & Richardson, B. (2025). Disrupting developmentalism in Canadian early years education centring marginalized knowledges. Canadian Scholars Press.

Davies, A., & Greensmith, C. (Eds.). (2024). Queering professionalism: Pitfalls and possibilities. University of Toronto Press.

Davies, A., Karmiris, M., & Berman, R. (2022). Contesting the hegemony of developmentalism in pre-service early childhood education and care: Critical discourses and new directions. Contemporary Issues in Early Childhood, 23(4), 371–375. https://doi.org/10.1177/14639491221139065

Davies, A. W., Mizzi, R. C., Greensmith, C., & Cosantino, J. (2025). Sane-heteroprofessionalism and knowledge production: Queering and m/Maddening preservice professional programs. Pedagogy, Culture, & Society, 33(4), 1495–1513. https://doi.org/10.1080/14681366.2024.2418096

Davies, A. W. J., Richardson, B., & Abawi, Z. (2024). Re-imagining the image of the teacher in pre-service education: Calling for onto-epistemological justice. Pedagogy, Culture, and Society 32(4), 1013–1031. https://doi.org/10.1080/14681366.2024.2355100

Davies, A. W., Watson, D., Armstrong, B., Spring, L., Brewer, K. C., Shay, B., ... & Adam, S. (2022). Exploring histories of ECEC to reconceptualize “normalcy” through Mad studies: A critical proposition for early childhood education and care post-secondary programs. EceLINK, 6(2), 20–38. https://assets.nationbuilder.com/aeceo/pages/2733/attachments/original/1671133962/eceLINK_Fall-Winter_2022_Exploring_Histories_of_ECEC.pdf

Fournier, L. (2021). Autotheory as feminist practice in art, writing, and criticism. MIT Press.

Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.

Government of Canada. (2025). Toward $10-a-day: An early learning and child care backgrounder. https://www.canada.ca/en/employment-social-development/news/2025/03/toward-10-a-day-an-early-learning-and-child-care-backgrounder0.html

Government of Ontario. (2014). How does learning happen?: Ontario’s pedagogy for the early years. http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

Kridel, C. (Ed.). (2010). Encyclopedia of curriculum studies. SAGE.

Langford, R. (2019). From the scientific to the reconceptualized child in Canadian university and college early childhood education laboratory schools. In O. Saracho (Ed.), Contemporary perspectives on research on child development laboratory schools in early childhood education (pp. 101–116). Information Age.

Michalko, R. (2002). The difference that disability makes. Temple University Press.

Office of the Auditor General of Canada. Canada-wide early learning and child care system. https://www.canada.ca/en/auditor-general/our-work/audit-reports/canada-wide-early-learning-and-child-care-system.html

Ontario Ministry of Training, Colleges, and Universities. (2018). Early childhood education program standard. https://files.ontario.ca/mcu-early-childhood-edu-2018-51211-en-2022-02-08.pdf

Saracho, O. N. (2023). Theories of child development and their impact on early childhood education and care. Early Childhood Education Journal, 51(1), 15–30. https://doi.org/10.1007/s10643-021-01271-5

Sims, M. (2017). Neoliberalism and early childhood. Cogent Education, 4(1), 1365411. https://www.tandfonline.com/doi/full/10.1080/2331186X.2017.1365411#abstract

Spencer, H. (1861). Education: Intellectual, moral, and physical. G. Manwaring.

Titchkosky, T. (2012). Firing up disability studies: A report from the edges of the human community. Canadian Journal of Disability Studies, 1(1), 82–108. https://doi.org/10.15353/cjds.v1i1.21

Varga, D. (1997). Constructing the child: A history of Canadian day care. James Lorimer & Company.

Varga, D. (2011). Look–normal: The colonized child of developmental science. History of Psychology, 14(2), 137–157. https://doi.org/10.1037/a0021775

Varga, D. (2020). The legacy of recapitulation theory in the history of developmental psychology. In F. C. Worrell (Ed.), Oxford research encyclopedia of psychology. Oxford Academic. https://doi.org/10.1093/acrefore/9780190236557.013.519

Vintimilla, C. D. (2014). Neoliberal fun and happiness in early childhood education. Journal of Childhood Studies, 39(1), 79–87. https://doi.org/10.18357/jcs.v39i1.15246

Walkerdine, V. (2009). Developmental psychology and the study of childhood. In M. J. Kehily (Ed.), An introduction to childhood studies (2nd ed.; pp. 112–123).