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Across the world, optimistic educational policy discourses promote early childhood education as a key strategy for combating poverty and for building bright futures for the most vulnerable members of society. Viewed from the ground up, this picture of early childhood education as a path to bright futures for all children is often belied by political and economic entrenchments. This article draws on a four-year ethnographic study of multiple classrooms in one Lebanese public kindergarten school that serves the most vulnerable children in Lebanon – Lebanese, Syrian, and Palestinian children who face daily the insecurities of poverty, displacement, and political violence. Drawing on anthropological theory that illustrates how social identities forged at the level of historical timescales are constructed and contested at the microlevel of everyday life, we pay particular attention to spatio-temporal liminal contexts within which children renounce productions of their own, their peers’, and their families’ marginality.
