Abstract:
This paper examines the affordances for curricular justice in the learning ecologies of early childhood education and care (ECEC). We draw from recent Australian research that examines the practices and practice architectures of high quality ECEC in areas of concentrated disadvantage. We illustrate how pedagogical attention to children’s learning environments both inside and outside education settings is critical for curricular justice. In our study, educators were diligent in building relationships with families to support cultural safety, and early childhood environments were designed to support strong relationships and communication with families. We show how educators use funds of knowledge to extend children’s academic learning as well ensuring their sense of safety and cultural wellbeing but posit that there is room to build on these foundations. Environments and relationships are central and determine the efficacy of curricular justice but are under resourced.