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As part of a larger education movement some scholars in early childhood education have engaged in work that challenges universal constructions of "child". This scholarship is labeled reconceptualist/critical and place at the forefront: concern for diversity; improving conditions for those who have been traditionally marginalized; and understanding of power structures and impositions that generate harm and privilege. This volume explores these issues in a manner that is accessible to those new to the field. Each chapter provides a thorough discussion of one of the earliest forms of scholarship that addresses: cultural and life diversity; challenges to monocultural science; dominant narratives in the field; linguistically marginalized children; adult power; problematizing deficit models; responding to children; rejecting universalist construction; and creating new possibilities for those have been labeled "children". Further, the book provides annotated bibliographies that glimpse into the shifting landscape for childhood education and care.