Philosophical foundations for anti-racist early education: A Mediterranean perspective

Charmaine Bonello

doi:10.37291/2717638X.202563652

Authors

Charmaine Bonello University of Malta https://orcid.org/0000-0001-9764-781X

DOI:

https://doi.org/10.37291/2717638X.202563652

Keywords:

Anti-racist education, Early childhood education, Mediterranean region, Culturally responsive pedagogy, Critical consciousness

Abstract

This article examines anti-racist early childhood education and care (ECEC) in the Mediterranean, a region marked by diverse histories, cultures, languages, and migration patterns. These dynamics shape access, curriculum, language policy, and belonging from the earliest years. Drawing on Fanon, Freire, hooks, Ladson-Billings, West, and Braudel’s longue durée perspective, the study introduces a conceptual framework based on four interconnected tenets: critical consciousness, empathy, cultural affirmation, and participatory community learning. Greece, Italy, Malta, and selected North African countries were purposefully selected as illustrative - not comprehensive - examples to showcase contrasting histories, linguistic and cultural diversity, and policy environments. Comparative analysis across these country sections informs regionally relevant policy priorities, showing how the framework can generate actionable strategies for embedding anti-racist, culturally affirming practice across Mediterranean contexts. Mapping each case to the framework reveals promising practices and persistent gaps, as well as the influence of historical legacies, policy landscapes, and socio-political realities on local enactments. This insight demonstrates the framework’s dual utility: (i) as an analytical lens for evaluating existing practices, (ii) and as a generative guide for creating locally responsive, culturally sustaining anti-racist pedagogies. The analysis advances debates on linguistic justice, identity, and inclusion, highlighting language as both a barrier and a lever for equity. By integrating theory, practice, and policy, the article calls for moving anti-racism from aspiration to embedded practice through sustained investment in teacher education, high-quality ECEC provision, inclusive curricula, effective community partnerships, and context-sensitive policy. Anchored in love, justice, and historical consciousness, the framework positions Mediterranean ECEC as transformative for equity, solidarity, and cultural renewal.

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