Interrogating Social Justice in Early Years Education: How Effectively Do Contemporary Policies and Practices Create Equitable Learning Environments for Indigenous Australian Children?

Abstract

This article examines some of the contemporary policies and practices in Australian early years education to provide an insight into why social justice is such a critical element in preparing Australia's Indigenous children to engage in learning experiences in ways that will enable them to establish sound foundations for their future learning journeys. In order to understand why social justice and equity are central to delivering quality early years education to Indigenous children, it is vital that the modern educator has some knowledge of educational history, in particular the role of education in promoting and maintaining the status quo, thus ensuring the continuing dominance of those who occupied positions of power. Viewing the expectations of contemporary early years education against the backdrop of past realities serves to highlight the way in which education sets the scene for the cultural destruction and dispossession that has, in too many parts of the world, been the long-term outcome of education for Indigenous peoples. Examining the themes and forms of discourse that have informed the theorising and practice underpinning the development of concepts around social justice demonstrates the importance of addressing diversity in early years education contexts.

Educator Perceptions of Early Learning Environments as Places for Privileging Social Justice in Rural and Remote Communities

“…Through an examination of Australian early years policy and practice, Herbert [27] argues the significance of social justice and equity specific to children from Aboriginal and Torres Strait Islander backgrounds and the important role of the early childhood educator: "In order to understand why social justice and equity are central to delivering quality early years education to Indigenous children, it is vital that the modern educator has some knowledge of educational history, in particular the role of education in promoting and maintaining the status quo, thus ensuring the continuing dominance of those who occupied positions of power" [27]. Herbert [28] emphasizes the importance of educators in being knowledgeable about Australia's colonial history to appreciate the historical role, as well as the contemporary role of education in attributing to power relations between Indigenous and non-Indigenous Australians.…”

Asking the experts: Indigenous educators as leaders in early education and care settings in Australia

“…Nakata (2010) and Baynes (2016) agree that non-Indigenous teachers are struggling to include Indigenous perspectives in their classrooms. Herbert (2013) cites the work of (Osborne, 2001) who argues that many non-Indigenous educators lack an understanding of the diversity of Indigenous Australian culture, which can inadvertently result in the use of culturally inappropriate and insensitive teaching methods in EECS.…”