This chapter critically examines western-centric beliefs of childhood developmentalism and the enactment of normal childhood. Embedded in the work of disability studies, decolonial studies and postcolonial studies, I seek to question the western colonial logics that persist in shaping conceptions of the normative self and mechanisms of self-representation within classrooms in ways that co-constitute discriminatory practices. Similarly, this chapter takes up the call to consider how we might enact the kinds of anti-discriminatory practices that might begin to reimagine our conceptions of what counts as childhood and who is conditionally included or outright excluded from such social constructions.