Activity 2.3 | Pathways for Living Inquiries: Identity, Diversity, Social Responsibility

Amplifying Voices

At this point in the course, you have a theoretical understanding of why anti-oppressive work is necessary. You have the knowledge to articulate how particular voices have been intentionally silenced and omitted from this province’s history. You have the validation of the ECEBC Code of Ethics (2021) to move forward with the work of anti-racism, and to identify this work as a part of your professional responsibility.

In this activity, we will draw explicit connections to the British Columbia Early Learning Framework (2019) and how your intentional work to amplify marginalized voices will contribute to a rich environment to promote the health and well-being of children, educators, families, and larger communities.

Read the article "This Is Bread? A Journey to Decolonizing Our Snack Time" (Byres, N., & Morris, 2023), and "When All the Kids are White: How Does an Early Education Program Work Toward Anti-Bias, Anti-Racist Classrooms? (Albright & Cironi, 2022) to consider your intentional work. 

References

Albright, M. B., & Cironi, S. (2022). When All the Kids are White: How Does an Early Education Program Work Toward Anti-Bias, Anti-Racist Classrooms? Exchange Magazine, (Issue 268). https://hub.exchangepress.com/articles-on-demand/178/

Byres, N., & Morris, T. This Is Bread? A Journey to Decolonizing Our Snack Time. Exchange Press.https://hub.exchangepress.com/articles-on-demand/24915/ 

Early Childhood Educators of British Columbia (2021). Code of Ethics (7th Edition). https://www.ecebc.ca/resources-merchandise/code-of-ethics

Shaping the Curriuculum

The readings you have just engaged with demonstrate how traces of practice can become pathways for living inquiries. 

In both examples (Albright & Cironi, 2022; Byres & Morris, 2023), the educators demonstrated their capacity as researchers to notice, document, and research to contribute to emerging ideas to shape the curriculum meaningfully.

The British Columbia Early Learning Frameworkaims to support early childhood educators to participate in an unfolding pedagogy, one that unravels in unpredictable, rhizomatic ways, and one that engages with multiple voices and perspectives, including the voices of children. 

Beginning on page 84, the British Columbia Early Learning Framework (2019)articulates how children learn by engaging with concepts of identities, social responsibility, and diversity. Child care managers and leaders need to familiarize themselves with this knowledge to advocate from a research-based standpoint.

One of the risks of discussing social justice is that you will encounter folx who might feel threatened or defensive about these topics. Remember your capacity to regulate your emotions through the breath and your senses. Stay clear about your intentions, use current research to respond to inequity, and stay committed to ethical practices. This is part of your professional responsibility.

For the next activity, you will need a copy of your child care centre’s family handbook, policies and procedures, and access to your centre’s website.

Drawing inspiration from When All the Kids Are White: How Does an Early Education Program Work Toward Anti-Bias, Anti-Racist Classrooms?(Albright & Cironi, 2022), spend time critically reflecting on your centre’s messaging and draw attention to areas where there are opportunities for the language and images in these documents to promote racial awareness and other forms of equity. As the article asserts, “ABAR [Anti-Racist and Anti-Bias] work is not a checklist; ABAR work is a mindset” (Albright & Cironi, 2022).

As a child care manager and leader, your task is to lead through critical reflection and create a space where others are invited to contribute their knowledge and lived experience meaningfully so that you are co-creating a vision for your practice.

Read "Protecting Black Children: Applying an Anti-racist Lens to Positive Behavior Support" (Brennan, 2022) to support this work and your reflections. 

Calling Yourself In 

Document your thoughts in your journal, including specific ways your centre’s language, policies, or public-facing materials could better align with anti-racist and anti-bias values. Consider how you, as a leader, might begin conversations with your team about these growth opportunities, and how your daily decisions can move your centre closer to a living vision of justice, inclusion, and belonging for every child and family.

References

Albright, M. B., & Cironi, S. (2022). When All the Kids are White: How Does an Early Education Program Work Toward Anti-Bias, Anti-Racist Classrooms? Exchange Magazine, (Issue 268). https://hub.exchangepress.com/articles-on-demand/178/

British Columbia Ministry of Education. (2019). British Columbia early learning framework. Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & Early Advisory Group. https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

Byres, N., & Morris, T. (2023). This Is Bread? A Journey to Decolonizing Our Snack Time. Exchange Press. https://hub.exchangepress.com/articles-on-demand/24915/ 

Brennan, C. (2022). Protecting Black Children: Applying an Anti-racist Lens to Positive Behavior Support. Exchange Magazine, (Issue 265). https://hub.exchangepress.com/articles-on-demand/2432/