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Unsettling Representational Practices: Inhabiting Relational Becomings in Early Childhood Education

This article seeks to unsettle representational practices enacted through dominant multicultural pedagogical approaches in the early childhood classroom. Drawing from a research study in early childhood centers that investigated practitioners' and children's negotiations of racial difference, I explore how multicultural pedagogical approaches in early childhood spaces present a risk through the potential for static representations of difference and diversity. I argue that these approaches potentially reproduce inequalities and delimit ways of engaging with difference and diversity through prescribing identity and dampening capacities for certain bodies in certain spaces. I offer possibilities for movements away from pre-defined and prescriptive approaches toward complexified approaches that require close attunement to the emergence of material-discursive assemblages. Attention to relational becomings has the potential to open possibilities for socially just early childhood pedagogies that enact a micropolitical engagement with the material-discursive entanglements of everyday encounters.