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Teaching for Diversity in the Early Years: Promoting Educators' Epistemic Reflexivities for Social Justice Using Social Lab Methodology
Journal article   Open access   Peer reviewed

Teaching for Diversity in the Early Years: Promoting Educators' Epistemic Reflexivities for Social Justice Using Social Lab Methodology

Terri Bourke, Jo Lunn Brownlee, Sue Walker, Mary Ryan, Leonie Rowan and Lyra L'Estrange
Australasian journal of early childhood, Vol.50(4), pp.375-388
12/2025
DOI: https://doi.org/10.1177/18369391251349544
Appears in  Recent Faculty of Education Publications
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Abstract

decision-making diversity epistemic reflexivity inclusion social justice social lab
It is internationally accepted that inclusive pedagogy and social justice teaching approaches are essential for promoting social inclusion. Early childhood educators have an important role to play in helping young children interact with others in ways that are socially inclusive. We investigated how a group of seven Australian early year educators engaged in pedagogical decision-making about teaching for diversity over two sessions of professional learning using social lab methodology. Specifically, we explored decision-making in diversity education through the lens of epistemic reflexivity, which involves deliberations that take account of knowledge aims and teaching practices. Four educators described changes in their epistemic thinking and teaching practices which reflected a level of criticality considered important in teaching for diversity. Implications for professional learning in diversity education are discussed.

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