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Unruly childhoods remind us that pedagogy is not a fixed script but a living disruption — a refusal of neat categories and an invitation to reimagine education as improvisation, resistance, and possibility. This conference foregrounds disruption as a generative force, asking us to rethink our praxis in spaces where educators, children, families, and environments resist conformity and welcome plurality. The conference will disrupt the colonial logics that position certain ways of knowing as superior, the ableist expectations that demand compliance and sameness, and the institutional pressures that privilege efficiency, control, and “quality” as measurable performance. It will also disrupt documentation practices that capture rather than witness and co-create, and pedagogies that silence complexity in favour of neat narratives.