This book explores the prominence of 'race' in young children's perspectives during their earliest years and the othering and silencing of 'race' by early childhood educators. It critiques the often presumed racial innocence of young children. The authors challenge early childhood educators to engage with the racialised identity politics that form among their students, and to reform their own identities and intersect and frame children's identities throughout their earliest years. This book offers points of possibility and hope for this work through accounts of educators who are reframing how they engage with 'race' in their own lives and that of the children with whom they work.
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