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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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2025 RECE CONFERENCE

The 31st Annual RECE Conference will be held from December 3rd to 6th, 2025 at Universidad Diego Portales and Universidad Alberto Hurtado in Santiago, Chile.

Information about registration, accommodation, and travel is now available (in English and Spanish). 

Nominations for the 2025 RECE Rhedding-Jones Outstanding Dissertation Award, Bloch Distinguished Career Award, and Tobin Distinguished Mentorship Award close on August 15, 2025.

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Support our collective work to orient toward justice, hope, and possibility in early childhood education.
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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.