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In this chapter, we look critically at the discourses of expertise as a lens for examining our experiences as teacher educators. We explain why we think that current notions of early childhood teacher training contradict the ideals of equity, liberation, and the development of human potential – our goals for education – and use two of the authors’ stories of their work with teachers of young children to provide a window into some of the contradictions, challenges, and borders we perceive. Building on the stories and our analyses of them, we posit some possible avenues to help us cross borders.

Most of the chapters in this book depict local attempts to transform practices in early childhood education. They represent endeavors to problematize the complexities and challenges facing the field and the ways in which moves are being made in everyday classroom practice, policy, teacher education, and professional development to build a knowledge base that is grounded in empirical data and that reflects the diversity characteristic of a globalized society.