Nothing, or Almost Nothing, to Report: Early Childhood Educators and Discursive Constructions of Colorblindness

Abstract

<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>

Moving toward gender fluid discourses in early childhood settings: ECEs share their experiences and ideas

“…Changes to preservice education would ensure that gender fluid ideas are presented, practiced and modeled for ECEs in the time they have before they enter the field, making it more likely that they will be incorporated into practice. Offering meaningful workshop options was suggested, but in an article that offers suggestions on how to incorporate anti-racist curricula into practice (Berman, Daniel, Butler, MacNevin, & Royer, 2017), the authors note that "additive approaches" such as a one-off workshop "fails to expose, disrupt, or challenge, the entrenched White-European curriculum" (p.61). I would argue that anti-racist curriculum is similar enough to approaches that incorporate gender fluid discourses and, therefore, it is safe to say that a few one-off workshops would unlikely be enough to shift practice.…”

“…I would argue that anti-racist curriculum is similar enough to approaches that incorporate gender fluid discourses and, therefore, it is safe to say that a few one-off workshops would unlikely be enough to shift practice. That being said, it is crucial that the professors and instructors in preservice education understand gender fluid discourses and their importance, otherwise the learning of preservice students will suffer as a result (Berman et al, 2017). A curriculum well-versed in gender fluid practices and ideas from Queer theory will ensure that ECEs will have information that can continue to support them in their practice, and ultimately support the children with whom they work.…”

Parents constructions of their child's Black-white (bi)racial identity(ies): A critical discourse analysis

“…It was concluded that of the 11 educators included in the study, ten found it challenging to discuss the notion of race with groups of children, let alone identify racist remarks. Through an analysis of the discourse, the researchers highlighted that many of the educators minimized or opted to not acknowledge situations where race was heavily involved, and this contributed to a colour-blind approach in the classroom (Berman, Daniel, Butler, MacNevin, & Royer, 2017).…”

“…When she begins to explain what she perceives will be her daughter's experience, she admits that she does not know how she will support her daughter moving forward. The uncertainty that this participant discloses as it relates to addressing race-based issues can be viewed as commonplace especially when considering the studies undertaken by Berman et al (2017) and Swindler-Bouette et al, (2011) where the participants, which were educators working in early years settings, also had challenges in addressing racially based occurrences and incidents. The participant then becomes frustrated as seen through shorter and blunt sentences.…”

Antiracist pedagogy in post-secondary early childhood education programs: a critical inquiry into eight graduates' perspectives

“…However, in this major research paper, I argue that early childhood education programs must do more than introduce students to developmental theories. As an ECE professional actively engaged in the field, I argue that postsecondary educational institutions need to infuse antiracist educational theory and practice into all program areas to counter social exclusion, address issues of racialization, and dismantle systematic racism that exists in our current educational structures, especially as some research has shown that ECE students do not receive adequate education that can prepare them to implement antiracist pedagogy (Beneke & Cheatham, 2020;Berman et al, 2017;Dunn et al, 2009). As a result, postsecondary ECE graduates may not see racism where it exists and may feel reluctant to address situations of racism as they feel unprepared to tackle such sensitive topics.…”