Social Justice in Early Education and Child Care

In this chapter I focus on social justice policy and curriculum in early education and care using multiple theoretical frameworks. I focus on “what is” and “what might be” through two short descriptions of current preschools in the USA with which I have been working over the past years. While I focus on social justice/injustice in both preschools, the local examples are nested in a discussion of both “local” and “global” justice/injustice in early childhood and child care that, I believe, we/I need to continue to address as activists and scholars. I use the two preschools as a way to remind myself and others of different ways we maintain inequalities, inequities, and unjust standards and curriculum in the USA. What strategic actions might we/I take to move from “what is” to “what ought” or “what might be?”