Can We Madden Post-Secondary Early Education and Care

Abstract

This article explores the author's reflections upon the possibilities of maddening post-secondary early childhood education and care. As a Mad early childhood educator, the author summarizes and reflects on several years of teaching, researching, and writing within the realms of mad studies and post-secondary early childhood education. Engaging explicitly with critiques of the dominance of developmentalism and child development theories in post-secondary early childhood education, the author questions the ongoing dominance of child development in early childhood education and care and asks questions about the forms of epistemic injustices and erasure that are perpetuated towards Mad knowledges and people within such hegemonies. The article provides some actionable recommendations and reflections for challenging developmentalism and affirming Mad knowledges within post-secondary early childhood education and care.