Conference Program

This ongoing study examines the role of civil society organizations in advancing the right to Early Childhood Care and Education (hereafter ECCE) (Beiter, 2025; Bianchi et al., 2022; Boly Barry, 2022; Lee et al., 2015; UNESCO, 2022). This research adopts a critical qualitative inquiry (Denzin, 2017; Denzin & Giardina, 2010; Skarstad, 2024) conducting with professionals working or people engaging as volunteers in a civil society organization – including NGOs, associations, foundations, workers unions, etc – within the early childhood sector. Early childhood education and care is inherently multisectoral and holistic integrating education and the care part that includes protection, health, well-being (Marope & Kaga, 2015). The perspective based on evidences emphasizes the interconnectedness of these dimensions in fostering child development.

The intersectional dimension of this research was not immediately apparent. However, through the movement of Deconstruction as theorized by Jacques Derrida (Derrida, 1972, 1979; Ina Culture, 2002; Ramond, 2008; Ramond & Adami, 2011) about the role and action of civil society organizations in the advancement and realization of the right to education and early childhood care. This deconstructive approach revealed the intersectionality inherent to the research topic. It was further reinforced by empirical research with the target audience (interviews, questionnaires) and after having myself undertaken a critical study of my position (self-reflection work and immersive experiences).

Deconstruction, like Complex and Systemic Thinking (Dielbot, 2025; Morin, 1991, 2014), forms a key component of the study’s epistemological foundation. Contrary to common misconceptions, deconstruction is neither a prescriptive method nor a nihilistic endeavor. Instead, deconstruction seeks to question, highlight, and analyze hypotheses of binary oppositions that include: the balance of power between valued and devalued poles, tensions, absences, implicit and unspoken elements and concepts within discourse but also, practices as bell hooks already done (1994).

The deconstructive process also evaluates its own feasibility, as not all phenomena are equally open to deconstruction. Eight hypotheses of binary oppositions have been identified: (1) between the public sector and the private sector, and between private non-profits, community-based; (2) between the collective and the individual like organizations/individuals; (3) between theory and practice like de facto/de jure right to ECCE; (4) between the universal and the local, including universal right to ecce/ right to local, contextual and objectivity/subjectivity; (5) between men and women including professionals in early childhood and care; (6) between observer-knowing versus observed-participating (about my position); (7) between education/protection/health sectors in ECCE and finally (8) between childhood and adulthood.

Through the gesture of deconstruction throughout the study and enriched by empirical research in a socio-constructivist (Rinaldi, 2021) and praxeological approach (Lhotellier & St-Arnaud, 1994), this study reveals the intersectoral feature of the subject. This complexity manifests at different levels: individual, micro, macro, exo, meso (Bronfenbrenner, 1977) intersecting with gender, age, social class and nationality, origins dimensions.