Toward New Discourse: Connectedness, Joy, and Emotional Capital in Early Childhood Education

Guided by the philosophical underpinnings of critical qualitative inquiry, this article reports findings from a larger narrative inquiry aimed at learning about the experiences of early childhood educators working in undervalued, underfunded spaces. This study adds to a small body of resistance and desire-based research in early childhood education (ECE) through sharing the individual and collective narratives of eight early childhood educators in Michigan. In this article, I highlight three resonant themes related to the deep and fulfilling relationships participants described. Based on these findings, I argue that early childhood educators embody significant emotional skill, are resisting neoliberal pressures, and are experiencing joy related to their work. Finally, I call for desire-based research that honors their resistance, expertise, and joy.