Thinking with Black Ecologies in Early Childhood Education

Bibliographic Data

ID22124249
AuthorsFikile Nxumalo (0000-0003-2039-9146, University of Toronto), Correnda Downey (University of Toronto)
Year2024
Pages47-56
Publication date2024-07-06
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Childhood Studies (JOURNAL)
Journal identifiersISSN: 2371-4107 • E-ISSN: 2371-4115
PublisherUniversity of Victoria Libraries (PUBLISHER)
DOI10.18357/jcs21811
OpenAlexW4400542172
LanguageEN
Citations received2
References cited12

We are three Black women working in childhood and youth education research and practice in Tkaronto, Canada. In this paper we bring together our personal, research, and pedagogical inquiries into Black ecologies. We focus on foregrounding how Black ecologies can bring possibilities to (re)story Black nature relations and respond to socio-ecological injustice. Our intention is to encourage early childhood educators to think, in situated ways, with both the potential and challenges of this work. We do this by intentionally foregrounding propositions, grounded in stories and questions for inquiry, that educators can think with in their own contexts

Art · Developmental psychology · Early childhood · Early childhood education · Foregrounding · Pedagogy · Situated · Sociology · Environmental Education and Sustainability · Gender Studies · Indigenous and Place-Based Education · Posthumanist Ethics and Activism · Psychology

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Open DOIOpen Access