Shifting the Facades of Normality in Early Childhood Education: Summoning the Voice of ECE

Abstract

The purpose of this paper is to unravel discourses that exist in the field of Early Childhood Education (ECE). Discourses which have created a blinding disconnect between the normalized ideas of ECE and educators, and the challenging realities. Through the examination of powerful influences, the paper correlates such influences to the scope of leadership and advocacy within the field of education. In the first section of the text, the author examines the social, historical, and political influences that have developed deeply embedded ‘norms’ within ECE. Through this dissection, the paper illuminates the embeddedness of common perceptions and practice. Furthermore, pointing out the broadening affects a lack of leadership and advocacy has on communities and societies. Some of the implications include: children and public space, working conditions for educators, and social injustices. The paper transitions to underline the criticality for new understandings; seeking to challenge educators and societal collectives to question what we want education to look like in our communities. Additionally, emphasizing the need for leadership and advocacy in ECE in order to critically address normalized implications.  

It is aspired that through this paper the need for leadership and advocacy in ECE is made evident. Beyond this, gaining the realization that ECE can be a space for leadership and advocacy, and that it can exist through sustained efforts to critically analyze our world. Through seemingly simple acts such as engaging in dialogue and everyday practice, educators possess the potential to become activists for themselves, children and families; asserting their voices in favour of social justice.