The purpose of this article is to briefly overview this history of critical inquiry as conducted by early childhood education and care scholars; research by those with direct daily experience usually as teachers and/or caregivers with those who are younger, and remind everyone, including myself, that we have multiple locations and possibilities for putting forward justice-oriented critical activist research agendas. Before doing so, however, the understanding the reasons for engagement with critical histories can be very important to that work, along with an understanding of the research context from which the scholarship has emerged.
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