Journal of Early Childhood Research, Ahead of Print.
In light of ongoing inequalities within society, the role of social justice leadership in educational spaces remains a central arena amongst research and practice. It is widely recognised that clear recognition and understanding of social justice among educators can offer the capacity for meaningful change against inequalities that continue to saturate both the profession and the experiences of children themselves. Yet, as argued with most clarity by Furman, recognition and understanding alone remain limited strategies in the absence of examples of practice and the development of capacities needed to advance social justice. Furman’s model of social justice leadership offers an avenue to consider the more precise nature of anti-racist practice praxis in the early childhood field. This article will evaluate the effectiveness of the model as applied to anti-racism. It will draw on data from a qualitative study on ethnicity and the early years workforce to consider the extent to which nursery school head teachers may be becoming attuned towards anti-racist social justice leadership praxis, inclusive of reflection and action. Our data reveal that, in more and less structured ways, leaders are already cognisant of the need to engage in anti-racist social justice leadership. The production of this framework offers a stepping stone towards more formalised anti-racist praxis for leaders in the early years profession.