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

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