Abstracts
Abstract
Early childhood education and care is heavily influenced by epistemologies rooted in the perspectives of white European men, which prioritize neoliberal ideals of developmental knowledge, standardization, and assessment. These frameworks limit the scope of research, policy, and pedagogy in the field. This paper examines how developmentalism, as a manifestation of white patriarchal knowledge, functions as an epistemic injustice that marginalizes young refugee children and families in their schooling experiences during resettlement in Ontario, Canada. Through the lenses of Black feminist thought and the sociology of childhood, this analysis highlights how developmentalist discourses contribute to deficit-based perspectives of refugee children, shaping their educational experiences and reinforcing their marginalization.
Keywords:
- developmentalism,
- epistemic injustice,
- Black feminist thought,
- refugee children,
- early childhood education and care
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Appendices
Biographical note
Dr. Nidhi Menon is an assistant professor in early childhood education in the Faculty of Education at the University of New Brunswick. She completed her PhD in social justice education from the University of Toronto. Her scholarly work and advocacy efforts are situated at the intersections of poststructuralist and marginalized feminist ontologies, ethics of care, and power dynamics within the field of early childhood studies. Her research draws on the perspectives of Black, Indigenous, and women of colour to critically examine and deconstruct dominant constructions of childhood, with particular emphasis on how these frameworks impact the lived experiences of marginalized families, children, and educators. Through her research, teaching, and advocacy, Dr. Menon is dedicated to amplifying the voices of underrepresented populations, ensuring that those who remain on the margins of society are made visible and recognized for their knowledge and power. Email: nidhi.menon@unb.ca
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