Decolonising Early Childhood Education: Disrupting Professional Discourses

Abstract

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.

Citation

Devarakonda, C. and Kustatscher, M. (2024), "Decolonising Early Childhood Education: Disrupting Professional Discourses", Moncrieffe, M.L., Fakunle, O., Kustatscher, M. and Rost, A.O. (Ed.) The BERA Guide to Decolonising the Curriculum: Equity and Inclusion in Educational Research and Practice (The BERA Guides), Emerald Publishing Limited, Leeds, pp. 41-50. https://doi.org/10.1108/978-1-83549-144-720241004