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What is role of creativity in fostering perspectives of social justice in early childhood? How might classroom practices and communities be framed in order to ignite the creative, divergent perspectives of young children? Through classroom-based narratives, this paper makes visible daily routines and practices that challenge and support children to think creatively and divergently about the world around them. Special attention is paid to the classroom rituals that inspire children to resist social norms, and to question the status quo. These challenges are cradled within supportive community practices, thereby holding and supporting children as they engage in the critical creative process. In this way, the habits of mind around creativity ignite perspectives of social justice in early childhood.