Abstract
This chapter draws upon Lev Vygotsky’s socio-cultural theory of individual activity as a framework for thinking about anti-racist practice in the early years. Questions are raised about the tokenistic provision of objects (books, posters, and resources) that reflect diverse cultures without considering how our actions impact on those around us. Vygotsky argues that our thoughts and activity evolve from our history, experiences within society and in relation to the environment. It is this entangled nature of human activity that really matters, how we make sense of the world, respond to situations, and how these responses are interpreted by those around us. The intra-actions that arise between early years educators, families and the environment can change the way we think about race and thus how we act. Meaning is iteratively reconfigured, and mutually constituted through activity, providing a framework for thinking that (re)positions race as part of everyday activity
| Original language | English |
|---|---|
| Title of host publication | Antiracism in early childhood education: Theory and practice |
| Editors | Victoria Bamsey, Lynn McNair, Nakissa Campbell |
| Place of Publication | London |
| Publisher | Bloomsbury Publishing Plc. |
| Chapter | 1 |
| ISBN (Print) | 9781350441040 |
| Publication status | Accepted/In press - 2025 |
Keywords
- socio-cultural, Vygotsky, antiracism, activity, intra-action
