Global Citizenship Education (GCE), in its noblest terms, is a commitment made by educators to provide students with opportunities to situate themselves as citizens within a global community. The author's presentation addressed the lay of the land for global citizenship and human rights education in early years spaces. Drawing upon the context of the author's experience educating through school-based, divisional, and provincial mandates, their work exposed that Manitoba educators face a dearth of resources for holistic citizenship education in early years classrooms. The discussion emphasized the need for a vibrant discourse on the placement of social justice resources in early years to inform and support educational experiences that move beyond acts of charity. Only through disruptive pedagogies that challenge structures of power and privilege are requisite spaces of interrogation created. This is crucial to the deliberative discourse necessary for education that moves beyond charity to actions of solidarity around equity and social justice -- locally, nationally, and globally. The ideological framework and lived experiences from which teachers work when establishing their own GCE theory and pedagogy affect the learning experiences that they offer to their students. These experiences, in turn, shape the actions that students take when they seek opportunities to help others. Therefore, it is necessary for educators to understand the potential action-oriented responses associated with various terms utilized in the field of global citizenship and rights-based instruction. Early years educators must follow teaching mandates to construct the foundational parameters through which students learn to situate themselves in relation to the world around them. Given the school, divisional, and provincial policies guiding early years' instruction, it is no wonder that early years educators are reluctant to engage in critical, deliberative dialogue with their students. [This article is a presentation based on the article "Unpacking the Call to Action in Early Years Education: Teaching Global Citizenship through a Critical Lens." For this article, see EJ1230481.]