Critical diversity literacy for inclusion in early childhood care and education

Applying critical diversity literacy (CDL) in early childhood care and education (ECCE) settings provides essential tools for teachers to navigate and address the complexities of diversity during this formative developmental period. This study explores how CDL can be adopted to promote genuine inclusion in ECCE settings, addressing a significant gap in research on CDL in ECCE contexts. Underpinned by Critical Pedagogy, this research employs a participatory action learning and action research (PALAR) design that centres teacher voice and experience. Through activities such as the Power Flower and the Privilege Game, ECCE teachers and trainers engaged in critical reflection about their social positioning and implicit biases that impact classroom practices. Drawing from a wider study on inclusion, data were generated for this article from reflective journals. Data analysis reveals that CDL activities lead to greater introspection about hierarchical power relations and the intersectionality of various identity markers. Coresearchers developed awareness of how contemporary systems of oppression pervade current educational spaces and the crucial role of language in perpetuating or challenging discrimination. The research demonstrates how CDL enables progression from self reflection to transformative action (praxis), with co-researchers identifying and addressing coded hegemonic practices in their learning environments. This study potentially contributes to ECCE teacher professionalisation by providing insights into integrating CDL into training programmes. The article recommends the positioning of diversity literacy as a central rather than peripheral component of teacher preparation. Ultimately, the potential of CDL to prepare ECCE teachers to create more socially just and inclusive learning environments during this critical period of child development is emphasised.