ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book presents a philosophically grounded approach that merges multiple theoretical perspectives such as critical, indigenous, feminist, post-colonial, and other post foundational ideologies and methods. Reaching beyond the reconceptualist realities of the present day, in which inclusivity has often been a local endeavor to support and re-imagine individuals and communities from marginalized subject positions of race, ethnicity, economic status, gender and sexuality, language, and other intersecting identity statuses. The book describes the critical indigenous, feminist, and post-colonial and now post-human understandings necessary to address curriculum with young children in light of planetary crisis and education for social justice within an ecological landscape. Some geographic and social locations for children are affected more unfairly and more often by contaminated or destroyed resources.
