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About RECE

Reconceptualizing Early Childhood Education (RECE) is dedicated to facilitating exchanges about work that challenges mainstream ideas regarding how young children learn and grow. In theory and in practice, RECE members question universal assumptions that mask the realities of local contexts and conditions.
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2026 RECE CONFERENCE

The 32nd Annual RECE Conference will be held 20-24 November 2026 in Ōtepoti Dunedin. 

The Call for Proposals and more information will be shared in early 2026.

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Support our collective work to orient toward justice, hope, and possibility in early childhood education.
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Reconceptualizing Graduate Research Circle - Next meeting February 20th, 2026

Inviting Recent Postgraduate and Graduate Students to Connect and Create a Community in Reconceptualizing Early Childhood Education (RECE) inspired by the Vancouver RECE Conference. Please click here for more information on the Reconceptualizing Graduate Research Circle and how to join the next meeting. 

We want to extend our heartfelt gratitude to everyone who has participated in our Reconceptualizing Graduate Research Circle (RGRC) in the past year. We are thrilled to have successfully organized multiple circles and have been overwhelmed with the positive response through numerous emails expressing interest. As we continue on this exciting global journey with RGRC please consider joining us!


Published Special Issue: International Critical Childhood Policy Studies Journal - Part I and II

The International Critical Childhood Policy Studies Journal is excited to announce the publication of new peer-reviewed research articles from emerging scholars who are currently working in various institutions around the world. The special issue co-editors, Xue Yin and Meredith Whye, highlight the theoretical and methodological approaches used by a group of newer academics in the fields of critical childhood studies and those focused on reconceptualizing early childhood education. 

Postfoundational Perspectives in Childhood Studies: Emerging Scholars - Part I

This issue highlights the theoretical and methodological approaches used by a group of newer academics in the fields of critical childhood studies and those focused on reconceptualizing early childhood education. Authors illustrate the variety of topics that researchers are currently focused on, and highlight, based on submissions, new ways to approach persistent issues in the fields of childhood studies and early childhood education. 

Embracing the Multiple: Emerging Critical Scholarship in Early Childhood Education - Part II

This issue examines how themes such as play, trust, and power are negotiated across various educational contexts, from global to local settings. Drawing on posthumanist theories, the issue challenges traditional human/nonhuman distinctions and critiques hierarchical, Eurocentric narratives in early childhood education.