This article traces the travelling of neo-liberal learning discourses through and between international and local political documents and practices. It does so by focusing on professionalism in Norway's Early Childhood Education and Care. The investigation explores how particular discourses are taken up, merged and transformed in relation to the Norwegian tradition of childcentred pedagogy. Here, neo-liberal discourses can be seen as travelling through political and economic policies, as identified in documents and white papers produced locally and centrally. This travelling is further traced through the discursive positioning of professional pedagogues, as they talk about children's transition from 'barnehage 1 ' (kindergarten) to school. The analysis shows how neo-liberal learning discourses appropriate and merge with traditional Nordic discourses of self-responsibility and independence, regulating spaces for professional positions in new, largely unnoticed ways in Norway.

In this paper, we try to move beyond fixed narratives of child/ren and childhoods, a fixity that comes, in part, as a consequence of the adult/child dyad. We undertake a cutting together-apart of childhood photographs which allows us to explore the complex machinery that produces the categories of child/ren as human beings that are, variously, de(scribed) as not only 'natural', 'innocent' and 'romantic', but also 'uncanny' and 'sexual', tropes that find meaning and depiction through child/hood bodies and faces. Inspired by non-representational ethnography, we want to generate pictorial acts that move beyond the face -'as regimes of signs' so that body and language can interrelate where 'the configuration of the face is inextricably tied to the evolution of the voice'. In undertaking a form of schizoanalysis, we undo images of child/ren/hood from 'the inside' by connecting to haptic thinking as well as cutting together-apart, processes that allow us to think otherwise about our own and other childhood(s). Additionally, we want to liberate child/ren/hoods through artistic photograph sensing, and doings may be seen as a political act, a way to break down boundaries of power through art as events.

Critical qualitative scholarship offers humble grounds and many unforeseen possibilities to seek and promote justice, critical global engagement, and diverse epistemologies. This dialogical and interactive paper is based on a panel session at the International Congress of Qualitative Inquiry that highlighted diverse areas of critical qualitative inquiry, namely justice, difference, ethics, and equity. Authors in this paper share their critical qualitative research practices and provide examples of how justice can be addressed through research foci, methods, theories, and ethical practices. Keywords: critical qualitative inquiry, methodology, dialogue At the 2015 meeting of the International Congress of Qualitative Inquiry, the meeting of the special interest group Coalition for Critical Qualitative Inquiry invited critical scholars to create a panel that would address goals and methodological issues related to critical qualitative inquiry. Panel members were Yvonna Lincoln, AnnMerete Otterstad, Harry Torrance, Maggie MacLure, and Norman Denzin. Panel members were provided with the following questions (most similar to those in the introduction) as talking points, but they were also allowed to choose whether/how to address these points. This article provides a transcript (with very minor edits for clarity) from each panelist's discussion. Following these discussions, we (Cannella and Koro-Ljungberg) provide an epilogue related to our introduction and the various articles in this issue, as well as the diversity represented by the panelists. TerrenceMcTier has collaborated with us in preparing this manuscript and its content. Discussion Questions1. How do we study in ways that speak to our critical research goals and collaborations around justice, difference, ethics, and equity?

This article attempts to reconfigure hegemonic framings of “the academic conference” and thereby offer a means to (re-)encounter the spatial, temporal, and affective forces that conferences generate, differently. We are a geographically dispersed but multiply entangled group of academic researchers united by theoretical fault lines within our work that seek to ask what if and what else. This “what if” and “what else” thinking has manifested in experimental and subversive doings otherwise at a series of academic conferences. The storying practices presented in this article were made possible by the vital materialism of a shared google.doc. It was within this virtual environment that we attempted to weave diffractive accounts of what conferencing otherwise produces. This writing experiment offers a series of speculative provocations and counter-provocations to ask what else does conferencing make possible. This article is an invitation to the reader to plunge in and wallow within the speculative accounts which ensue and to contemplate the possibilities of breaking free from sedimented ways of neoliberal conferencing.

This article challenges observation as a method in early childhood, justified as a mapping tool for creating knowledge about children. Observation as data material is about writing down already known categorisation about children and their development. Categories and categorisation make a foundation for correspondence and coherence-connections that might create generalising knowledge about children in early years. The article is about a research project conducted in a child-centre over a two-year period. We had an ongoing conversation with the personnel around theories about 'child development'. In the article we experiment with observation based on posthuman/newmaterial theories. Our specific interests are to explore the complexities around observation by asking; why observations, what do we expect through observation, and what might observation as datamaterial be/become? We are inspired by the Norwegian film "Kitchen Stories" (Salmer fra Kjøkkenet, Hamer, 2003) both as affect/provocation and desire (Koro-Ljungberg & MacLure, 2013). We search for affective bending and messiness (Lather, 2007; Law, 2004) to disturb and challenge observation as dominating paradigm in the field of early years, to break some patterns around the positioning of data material.