How do children fashion themselves as citizens? How do they make friends, establish belonging and become participatory citizens in a broader society that entitles some and excludes others? This book explores how a group of children and their teachers built inclusive communities and developed pedagogical practices which recognise childrens agency and citizenship. Traditional pedagogies suppressed the engagement with politics in early years education and valorised images of the child as innocent. This study traces the limitations of this view of children and of authorised early ...