Transformational (methodological) shifts towards anti-racism: Revolt, realities and rhizomes

Many worldly concerns of today are arguably – and potentially increasingly – fuelled by racist orientations. They are institutional, structural, and individual. What is the role then, of early education, and of educational research? In what ways might research contribute to transforming orientations, towards difference, towards racism? Given the emphasis on strengthening young children’s cultural sense of belonging, teachers ask: but what about me? Teachers’ own marginalisations remain an under-researched area, a situation which is further exacerbated in the highly diverse contexts of Australia and Aotearoa New Zealand, where further immigration is encouraged to fill dire teacher shortages. This paper draws on teachers’ storying of realities and of transformations towards diversities and explicit racist behaviours in Australia and Aotearoa. The research is funded by the Australian Research Council, obtained University of Melbourne ethical approval, and involves 23 participants. In this paper I draw on 1 teacher’s narrative to explicate experiences and orientations in early childhood settings. I argue for feminist philosophical research approaches foregrounded by Kristeva’s notion of revolt, as a state of constant critical questioning. Further, the notions of teachers’ realities and rhizomes elevate the importance of a reorientation of attitudes beyond racism in research and teaching for teachers of young children. Doing research and difference differently, I argue, is crucial for raising awareness of and respecting diversities in more equitable, less racist ways.