Centering Black women’s voices to advance anti-racist pedagogy and pro-Black approaches in early childhood settings

Janelle Brady; Kerry-Ann Escayg; Georgiana Mathurin; Rachel Berman; Ella Ballentine; Salado Abdulle

doi:10.37291/2717638X.202563671

Authors

Janelle Brady Toronto Metropolitan University https://orcid.org/0000-0002-8665-9134
Kerry-Ann Escayg University of Nebraska at Omaha https://orcid.org/0000-0001-5003-7192
Georgiana Mathurin Toronto Metropolitan University https://orcid.org/0009-0000-6686-6665
Rachel Berman Toronto Metropolitan University https://orcid.org/0000-0001-5356-4414
Ella Ballentine Toronto Metropolitan University https://orcid.org/0009-0002-0894-0825
Salado Abdulle Toronto Metropolitan University https://orcid.org/0009-0005-9177-8911

DOI:

https://doi.org/10.37291/2717638X.202563671

Keywords:

Anti-racist pedagogy, Pro-Black approaches, Black early childhood educators, Black feminist thought

Abstract

Despite calls for anti-racist and pro-Black pedagogy in early childhood settings within Canada, such approaches generally remain absent, and many past efforts have been erased or. Colorblind approaches continue to persist in early childhood care settings. This kind of systemic racism may be linked with the overrepresentation of Black (and Indigenous) children in the child welfare system. To date, few studies have investigated the possible mediating role of early childhood educators. Early childhood educators have the potential to serve as mandated reporters, and this article draws from Black feminist thought, Black critical theory (BlackCrit) and pro-Black pedagogies to explore how Black early childhood educators in Toronto, Canada can challenge anti-Black racism in childcare settings. Using these frameworks, the article aims to explore the resistance strategies of Black early childhood educators and specific ways they use their knowledge to resist anti-Black racism and enact pro-Black pedagogies. Nine semi-structured interviews yielded four key themes: (1) teachable moments to challenge anti-Black racism and advance anti-racism; (2) pro-Black approaches as liberatory pedagogical practice; (3) othermothering principles and community leadership to challenge oppression; and (4) resistance practices among Black early childhood educators. The findings revealed how Black early childhood educators affirm Black children's humanity and center Black ways of knowing while disrupting anti-Black racism toward themselves and the children and families they support.

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