Anti-racism commitment in early childhood education: The limits of cultural competency

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dc.contributor.authorAzarmandi M, Mahdis
dc.contributor.authorDelaune, Andrea
dc.contributor.authorSurtees, Nicola
dc.contributor.authorTe Rongopatahi, Kari Moana
dc.date.accessioned2024-02-01T23:45:42Z
dc.date.available2024-02-01T23:45:42Z
dc.date.issued2023
dc.description.abstract<jats:p> Racism is pervasive in education in Aotearoa New Zealand, including in early childhood education. The preparedness of early childhood teachers to respond to the Ministry of Education's current anti-racism policy direction is a pressing concern. This is particularly the case, given the early childhood curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa offers little guidance to support early childhood teachers to develop anti-racism pedagogies. This primarily theoretical article seeks to contribute to dialogue with early childhood teachers about both racism and anti-racism pedagogies. The theoretical arguments advanced in the article focus on document analysis of Te Whāriki. Analysis includes consideration of the themes of inclusion, equity and social justice. It also includes consideration of what these themes might imply about expectations for early childhood teachers’ uptake of anti-racism approaches in their practice. Document analysis is supplemented by limited preliminary survey data drawn from the initial findings of the Anti-racism Commitment in Early Childhood Education: Pathways to Inclusion, Equity and Social Justice (ARC-ECE) study. Drawing from race-critical scholarship to further advance the theoretical arguments, the article highlights tensions in early childhood teachers’ understandings about racism. The limits of narrow definitions of racism that explain it as the result of ‘cultural difference’ are explored. In making a case for thinking beyond cultural competence and culturally responsive practice, the article calls for an immediate rethinking of racism in (and beyond) the sector. </jats:p>
dc.identifier.citationAzarmandi M, Delaune A, Surtees N, Te Rongopatahi KM Anti-racism commitment in early childhood education: The limits of cultural competency. Contemporary Issues in Early Childhood.
dc.identifier.doihttp://doi.org/10.1177/14639491231220363
dc.identifier.issn1463-9491
dc.identifier.urihttps://hdl.handle.net/10092/106607
dc.languageen
dc.publisherSAGE Publications
dc.rights© The Author(s) 2023 CC BY-NC
dc.rights.urihttp://hdl.handle.net/10092/17651
dc.subjectearly childhood education
dc.subjectracism
dc.subjectanti-racism
dc.subjectcultural competency
dc.subjectanti-racism pedagogies
dc.subject.anzsrc39 - Education::3903 - Education systems::390302 - Early childhood education
dc.subject.anzsrc47 - Language, communication and culture::4702 - Cultural studies::470212 - Multicultural, intercultural and cross-cultural studies
dc.titleAnti-racism commitment in early childhood education: The limits of cultural competency
dc.typeJournal Article
uc.collegeFaculty of Education
uc.departmentSchool of Educational Studies and Leadership
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