Decolonising early childhood education: Disrupting professional discourses

Chandrika Devarakonda, Marlies Kustatscher

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract / Description of output

In this chapter we share our reflections on decolonising early childhood education in our respective contexts of England and Scotland, and the implications for early childhood practitioners. The foundations of early childhood education have traditionally been shaped by white, male, Global North perspectives that position young children as ‘innocent’ and unknowledgeable, as defined by developmental discourses and milestones, and as sites of economic investment within neoliberal politics. We challenge the relevance of these ideas in diverse and evolving contexts. We provide some suggestions on how early childhood practitioners can work towards decolonising early childhood education by unlearning prejudiced assumptions, and by relearning new perspectives in disrupting hegemonic whiteness, and advocating for structural and institutional change.
Original languageEnglish
Title of host publicationThe BERA Guide to Decolonising the Curriculum
Subtitle of host publicationEquity and Inclusion in Educational Practice
EditorsMarlon Lee Moncrieffe, Omolabake Fakunle, Marlies Kustatscher, Anna Olsson Rost
PublisherEmerald Group Publishing
Chapter4
Pages41-50
ISBN (Electronic)9781835491461, 9781835491447
ISBN (Print)9781835491478
Publication statusAccepted/In press - 2024

Keywords / Materials (for Non-textual outputs)

  • early childhood education
  • decolonisation
  • unlearning
  • hegemonic whiteness

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