Young learners often are enchanted with the world, fascinated by the ordinary, and absorbed in the present moment. We explore interconnected ideas about how young children’s natural proclivity toward being curious, and noticing differences among people should be harnessed toward socially just ends. We consider ways in which joyfulness in learning are preserved, as teachers partner with young learners to cultivate their sense of justice in the classroom and beyond. We use disability studies in education as a theoretical framework for doing anti-bias work within early childhood education. We also describe global and neoliberal trends which directly and negatively impact the lives of young children by escalating injustice through educational practices and policies often disguised as reform. Ultimately, we propose, reimagining equity-based practices, positive disability narratives, freedom and humanity, and the concept of place within pedagogy to transform early childhood education.

年轻的学习者通常对世界着迷，被平凡着迷，并在当下沉迷其中。我们探讨了相互关联的观念，即幼儿如何自然地倾向于好奇，并注意到应该利用人与人之间的差异来实现社会公正。当老师与年轻的学习者合作，在教室内外，培养他们的正义感时，我们考虑了保持学习快乐的方法。我们在教育中使用残疾研究作为在幼儿教育中进行反偏见工作的理论框架。我们还描述了全球和新自由主义的趋势，这些趋势通过教育活动和政策（通常被伪装成改革）来加剧不公正现象，从而对幼儿的生活产生直接和负面的影响。最终，我们提出了重新构想基于权益的做法的建议，