Building positive identities in a culturally safe space: An ethnographic case study from Queensland, Australia

Abstract

Building positive identities in a culturally safe space: An ethnographic case study from Queensland, Australia The early years before compulsory schooling are crucial for children's identities including their cultural identities. This article reports on a community-collaborative educational program which aimed to promote children's positive Samoan identities in a culturally safe environment. Data were collected through ethnographic methods including talanoa (Pacificstyle conversations), interviews and participant observations, along with audio, photo and video recordings. Analysis revealed developments in the children's cultural identities over the seven-month study, as well as challenges in creating a culturally safe space within an established Englishdominant early childhood center. Key findings connected children's cultural identity development to spaces that nurture children's cultural confidence, promote values compatible with family cultures, provide a culturally safe physical environment and encourage positive relationships. The discussion highlights the complexities of establishing culturally safe spaces in contemporary pluralist societies and we argue for an expansion of the permissive spaces that constrain such endeavours.