The Crucible: Adding Complexity to the Question of Social Justice in Early Childhood Development

Abstract

As an ideology, the concept of social justice has long been a worthy, if slightly volatile, companion of early childhood theorists and researchers. Whilst the majority of the literature has valorised social justice, discontented questions regarding 'what' the construct entails and 'how' it might be tamed to work still remain. Using complexity theory, this article problematises the amalgam of social justice by readdressing the role of participation, inclusion and equality in early childhood systems. It is argued that social justice evolves from essentially local and relational interactions amongst a range of stakeholders. By framing early childhood interactions as those occurring within the context of relationships which are embedded within open systems (that is, systems within systems), this article discusses how interactions in early childhood involve a set of complex, yet systematic, processes which can only be understood as they unfold. Contextualised against the dominant discourse of 'normalisation' in early childhood, this article uses aspects of complexity theory such as nonlinearity, emergence and recurrency to focus on the ways in which layers of social justice are embedded in the values and processes experienced in early childhood systems. Drawing on the philosophical roots of transformative education, it focuses particularly on the use of complexity theory to frame concepts of children's power, agency and participation. It discusses how the proactive praxis of social justice might emerge from within early childhood systems.

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

“…According to Caplan et al [8], definitions, types and conceptualizations of social justice have long been disputed. With multiple meanings attached to the contested term, varied understandings of what social justice is as a concept-and as a practiceexist [10,18,[20][21][22][23].…”

“…Through the lens of complexity theory, Mevawalla [23] considers social justice as a concept, emphasizing the ways in which social justice is entrenched in the values and processes within early childhood systems. Mevawalla [23] suggests a relational and ethical education approach necessary to "capture the complexity of social justice as it unfolds, without reducing the diversity of this broad concept or oversimplifying the interconnectedness of its relationships to broader political, sociocultural and ethical branches".…”

Encounters with public art in teacher education: Timely pedagogies disrupting colonial relations with place

“…Scholars in the field of early childhood education, particularly those adhering to the reconceptualist movement (Bloch et al, 2014; Dahlberg et al, 2013; Delaney, 2018; Lenz-Taguchi, 2010; Mac Naughton, 2005; Manning et al, 2012; Mevawalla, 2013; Moss, 2019; Pence, 2011; Penn, 2005; Robinson and Jones Diaz, 2005; Tobin et al, 2009), have been concerned with the dominance of developmentally appropriate practice as the ‘best’ and universal approach to early childhood education. The misconceptions around early childhood programs are that pre-service educators will gain knowledge of child development to support children's optimum development and make them ready for kindergarten.…”

Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning

“…To better understand numerous intertwining factors at play, we can draw from complexity theory with its focus on relationships and the intricacies of interconnectedness (Mevawalla, 2013). As Martin and Dismuke (2018) have reminded us, classroom teaching is a layered, intertwining system of interactions and reactions that involve students and teachers in what Weade (1994) termed “co-participatory activity.” The teaching-learning systems are always co-adapting, but never more so than during the pandemic.…”