Productive and inclusive? How documentation concealed racialising practices in a diversity project

Miller, Melinda G. (2014) Productive and inclusive? How documentation concealed racialising practices in a diversity project. Early Years: An International Research Journal, 34(2), pp. 146-160.

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This article examines how documentation concealed racialising practices in a diversity project that was seen to be productive and inclusive. Documentation examples are taken from a doctoral study about embedding Indigenous perspectives in early childhood education curricula in two Australian urban childcare centres. In place of reporting examples of ‘good’ early childhood education practice, the study labelled racialising practices in educators’ work. The primary aim was to understand how racialising practices are mobilised in professional practices, including documentation, even when educators’ work is seen to be high quality. Extracts from two communal journals that captured an action research process around embedding practices are examined to show how racism and whiteness were concealed within the documentation. This enables understanding about how documentation can provide evidence to stakeholders that diversity work in mainstream childcare centres is productive and inclusive, despite disparity between what is recorded and what occurs in practice.

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1 citations in Scopus
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ID Code: 69593
Item Type: Journal Article
Refereed: Yes
Additional Information: Published online 24 March 2014. The embargo on the accepted manuscript version will expire on 24 September 2015.
Keywords: Documentation, Diversity, Racism, Whiteness, Action Research, Early Childhood
DOI: 10.1080/09575146.2014.899998
ISSN: 1472-4421
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2014 TACTYC (Training, Advancement and Co-operation in Teaching Young Children)
Copyright Statement: This is an Author's Accepted Manuscript of an article published in Early Years: An International Research Journal, Volume 34, Issue 2, 2014, copyright Taylor & Francis, available online at:
Deposited On: 31 Mar 2014 22:31
Last Modified: 01 Oct 2015 08:59

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