Reimagining anti-racist pedagogy in early childhood education: Foregrounding critical theories and frameworks that challenge racism
Bibliographic record
Abstract
Recent global events, shaped by conservative ideologies, neoliberalism, and capitalism, have exacerbated racism toward displaced individuals, particularly migrants and refugees of color. In Canadian early childhood education, these racist ideologies manifest through theories rooted in white, patriarchal, colonial knowledge systems that frame refugee children through a deficit lens. Such frameworks position early childhood education as a mechanism for assimilation, prioritizing workforce preparation in merit-driven economies over recognizing refugee children’s lived experiences, cultural strengths, and intersectional identities. In response to the global rise in racism, this paper examines transformative anti-racist approaches in early childhood education that challenge dominant discourses and systemic inequities. Through a case study of a Syrian refugee child and her mother, the paper reimagines anti-racist pedagogy by drawing on critical poststructural theories from the margins, including Black Feminist Thought, the sociology of childhood, and critical pedagogy. By centering Black feminist storytelling methodologies, this study highlights the necessity of valuing marginalized knowledge and participatory, creative practices in early childhood education. It argues for an intentional shift toward anti-racist educational frameworks that dismantle deficit-based narratives and affirm the agency and contributions of refugee children and their families.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".