For decades, important early childhood scholars who critiqued normative ideas about early childhood frameworks, guidelines, and assessments have been silenced in highly ranked child development and early childhood journals. The qualitative methods needed to prioritize the perspectives of marginalized communities (i.e., ethnography, interview and focus groups, video-cued, narrative inquiry, testimonio, pláticas, counterstories, photovoice, and community mapping) routinely met (meet) resistance and rejection. Instead of continuing this rejective pattern, Teachers College Record has published provocative work that includes critical voices in early childhood education.