“It Felt Like Waking up From Zombie Nation”: Introducing Early-Years Practitioners in Higher Education to Issues of Social Justice for Transformative Learning

Abstract

21st century early years practitioners are expected to become agents of change by challenging societal inequalities and embracing anti-oppressive approaches. Yet, research suggests that many practitioners hold negative attitudes about children and families who are ethnically, culturally, linguistically and economically different from those in the mainstream and appear oblivious to how their own practice may contribute to the educational inequalities experienced by these children. This article draws on research carried out with early-years practitioners completing a Foundation degree in early years and an Early Childhood Studies BA (Hons) Top-Up course in England, which examined the practitioners’ perspectives of a transformative pedagogy for social justice. Findings suggest the pedagogy inspired practitioners to work towards eradicating enduring societal inequalities. However, when the emotional impact of the transformation is overwhelming, transformative learning may not only inhibit action but also lead practitioners to a state of liminality that requires time to emerge from.

Biased career choices? It depends what you believe: Trainee teachers' aversions to working in low-income schools are moderated by beliefs about inequality, meritocracy, and growth mindsets.

“…The UK's Quality Assurance Agency 2 (QAA) states that educators should have the ability to "recognise and challenge inequalities and social justice" and to embrace "anti-bias and anti-oppressive approaches" (QAA, 2022, p.24). Indeed, research shows that where social justice is included in ITE programs, trainees can be supported to challenge their existing worldviews (Magill, 2023), potentially resulting in less stereotyping and blaming (Amatea et al, 2012), and greater critical thinking on the subject of inequality and social justice (Colgan, 2022). Despite this, the Initial Teacher Training framework (Department for Education, 2019) and Teachers' Standards (Department for Education, 2021) make scant reference to the specific barriers experienced by children of lower socioeconomic backgrounds, so, in many cases, naïve thinking and misconceptions may go unchallenged before trainee teachers begin applying for jobs (Cochran-Smith & Keefe, 2022;Robson et al, 2021;White & Murray, 2016).…”