ABSTRACT

Children’s encounters with Indigeneity in public space might mislead educators into believing that young children are learning decolonizing pedagogies in educational spaces. Drawing on a critical place inquiry of young children’s relationships with place, I examine how a regime of (in)visibility continues to prevent educators and children from engaging with decolonizing pedagogies. To account for regimes of (in)visibility in early childhood, I focus on tools of erasure (i.e. street naming and organization, maps, story time) and tools of illusory visibility (i.e. children’s encounters with a local mural). While a settler colonial regime of (in)visibility does not erase Indigeneity completely, it obscures the damage that colonialism impinges on Indigenous communities to this day. An ongoing examination of practices in early childhood education can only move on to decolonizing pedagogies when education opens up space for imagining an Indigenous future paired with a sense of wonder and thinking otherwise among children and educators.

摘要

儿童在公共场所与土著人的相遇可能会误导教育者，让他们相信幼儿正在学习教育空间中的非殖民化教学法。通过对幼儿与地方关系的关键地方调查，我研究了（不）可见性制度如何继续阻止教育者和儿童参与非殖民化教学法。为了解释儿童早期的（不）可见性制度，我专注于擦除工具（即街道命名和组织、地图、故事时间）和虚幻可见性工具（即儿童与当地壁画的相遇）。虽然（不）可见的定居者殖民政权并没有完全消除土著，但它掩盖了殖民主义至今对土著社区造成的损害。