Disrupting Racism and Colonialism in Early Childhood Education Starting with Positionality

Transformation is required in Canadian early childhood education, where colonialism and racism continue to impact young learners who identify as Indigenous, Black, and/or a Person of Colour (Davies et al., 2024). This is often an unacknowledged reality within the field, even amidst numerous studies showcasing racial and colonial harm (Berman et al., 2017; Daniel & Escayg, 2019; MacNevin & Berman, 2017; Stirling-Cameron et al., 2023;Templeton & Cheruvu, 2020). It therefore becomes necessary to explore the conditions in which colonial and racial discourses can be disrupted in early childhood to be more aligned with equitable and decolonizing practices.