Capilano University - Centre for Research and Childhood Studies

The vision of the Centre for Research and Childhood Studies and the ECCE department at Capilano UniversityThe Centre for Research and Childhood Studies (CRCS) is an interdisciplinary research hub within the Faculty of Education, Health, and Human Development at Capilano University (CapU). CRCS brings together faculty from the Early Childhood Care and Education Department and Capilano University Children’s Centre, along with other key partners, to engage in reconceptualist research in childhood studies. This research focuses on anti-colonialism, anti-racism, materialist feminism, and post-structural and (post) qualitative methodologies, all of which challenge dominant narratives about childhood and education. Through this work, CRCS seeks to foster a deeper understanding of childhood that values diversity, complexity, and the rejection of traditional power structures in education.CRCS is dedicated to making visible the colonial legacy in Canada and the ongoing systems that continue to uphold colonialism. The centre recognizes the role of education in perpetuating colonial structures and is committed to fostering research, citational, and pedagogical practices that respond to the Calls to Action outlined by the Truth and Reconciliation Commission. CRCS also acknowledges that Capilano University is located on the never-ceded territories of the LíỈwat, xʷməθkʷəỷəm (Musqueam), shíshálh (Sechelt), Skwxwú7mesh (Squamish), and SəỈílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. The university is honoured to partner with the Líl̓wat Nation through the Ts̓zil Learning Centre, a post-secondary facility operated on Líl̓wat land. All research and practices within CRCS honour Indigenous sovereignty, particularly in the context of early childhood education, as outlined in the Federal Indigenous Early Learning and Care Framework and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP).CRCS engages in research that positions educators and children as co-researchers, encouraging exploration of the unknown and the possible in educational contexts. This collaborative, inquiry-based approach resists methodologies that treat educators, children, students, or families as mere objects of study, instead fostering active participation and critical reflection.

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