<p>This article focuses on 11 in-depth semi-structured interviews with early childhood educators who responded to a question about reporting racial incidents as a ‘Serious Occurrence’ under guidelines mandated by the City of Toronto Children’s Services Division. We draw on critical race theory and colorblind theory in a discursive analysis of participants’ narratives. Results of this analysis suggest that participating early childhood professionals were reluctant to name and acknowledge incidents of racism in early learning environments, and engaged in discursive strategies that minimized and negated such incidents. Implications for the training and education of early childhood educators are noted and implications for provincial policy are discussed.</p>

<p>This article focuses on 11 in-depth semi-structured interviews with early childhood educators who responded to a question about reporting racial incidents as a ‘Serious Occurrence’ under guidelines mandated by the City of Toronto Children’s Services Division. We draw on critical race theory and colorblind theory in a discursive analysis of participants’ narratives. Results of this analysis suggest that participating early childhood professionals were reluctant to name and acknowledge incidents of racism in early learning environments, and engaged in discursive strategies that minimized and negated such incidents. Implications for the training and education of early childhood educators are noted and implications for provincial policy are discussed.</p>

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Dominant discourses promote El Sistema and Sistema‐inspired music education programmes as positively transforming young lives through social inclusion and musical excellence. However, critics have raised concerns that the El Sistema model has little support from objective, evidence‐based research. To address this issue, the authors conducted a review of peer‐reviewed articles published in English between 2010 and 2020, in order to bring together descriptions and findings of research examining El Sistema and Sistema‐inspired programmes. Following a scoping review method, the authors identified 30 relevant articles for detailed review. The reported studies were identified to address programme impacts (including musical growth, academic achievement, cognitive development, and social‐emotional development) and programme design (e.g., pedagogical approaches, curricular focus, and programme challenges). Reported research methods included randomised control trials, longitudinal randomised studies, qualitative interview studies, a quasi‐experimental pre‐post design study, and ethnographic studies. Overall, the results of this scoping review strongly suggest that Sistema‐inspired music education programmes have great potential for positively impacting students, particularly in terms of musical and social‐emotional development, with less convincing but nevertheless reasonable evidence of increased academic achievement and cognitive development. The authors conclude that realising the potential of El Sistema and Sistema‐inspired programming requires context‐ and student‐specific teaching, curricula, and community support.