Exploring Perspectives on Identity, Belonging, Inclusion and Social Cohesion: Implications for Placed-Based Early Childhood Education

Abstract This article applies an analysis of data from research undertaken by the Inclusive Aotearoa Collective Tāhono (IACT) in 2020 to the field of early childhood education (ECE). The IACT study investigated the affordances and barriers to developing a sense of belonging in Aotearoa. 860 participants contributed via multiple data collection methods. In this paper, we apply theoretical perspectives from identity politics and a critical place-based education approach to interpret and analyse implications from the IACT data for ECE. Early childhood education is a key site for fostering a sense of belonging within the current national context of superdiversity overlaying commitments to Māori, the Indigenous People, to uphold their self-determination and rights as per the 1840 Te Tiriti o Waitangi. We discuss findings connecting identity, belonging, inclusion and social cohesion, highlighting the critical role of education, including ECE, in creating environments where children and families are welcome to express their diverse identities and develop a feeling of belonging.