Reimagining Inclusion in Early Childhood Care and Education: A Posthuman Perspective

Abstract

Despite global and national imperatives to build an inclusive society, incidences of discrimination on the basis of numerous marginalised identity markers are widely reported. The early years are an ideal moment for children to form initial attitudes towards different groups of people. In fact, the early years are regarded as a means for social and economic transformation, according to the South African National Development Plan. This article is a segment of a study on a group of early childhood care and education teachers and teacher trainers who explored inclusion using a participatory action learning and action research design. Eight members formed an action learning set and engaged in mutual and collaborative learning to transform their learning environments to become more inclusive. Data were generated in two iterative cycles using a baseline questionnaire, reflective journals, and purposeful conversations. Underpinned by the posthumanist perspective, the findings highlight that diversity needs to be regarded as a strength to be valued, rather than as an impediment. The findings also suggest the need for collectivism in opposition to individualism, and a reconfiguration of the child's identity as posthuman. The study thus contributes to positive outcomes by identifying ways to transform early learning environments to become more inclusive. This not only leads to a more democratic and socially just learning environment but also contributes to wider positive societal change.