Abstract
In this paper I argue that early childhood professionals have a key role in providing learning opportunities that aim to prevent children placing their feet on the beginning of the slippery slope of racism. At the bottom of this slippery slope of racism, as we have seen in recent world events, are acts of extremist terrorism. This responsibility is increasingly important given that in many countries political rhetoric is leaning further towards far right extremism accompanied by forms of nationalism where those who are different (for example Muslims and refugee groups) are being portrayed as threatening standards of living of citizens in their host countries. As professionals we have a responsibility to identify early (often, on the surface, benign) acts, reflect on the value position underpinning such acts, and provide opportunities for children to learn to value and respect the differences they see every day in the people around them. In this paper I provide suggestions as to the kinds of behaviours (and the value positions underpinning them) that we see in young children and the ways we might address these.
Highlights
Why do early childhood educators need to think about terrorism? They may certainly work with children whom they sometimes feel act like little terrors, but the kind of extremism that resulted in the terrorist attacks in Christchurch recently, and in multiple other extremist terrorist attacks in different parts of the world, are not currently a concern in the early childhood playground
There is an argument in logic called the slippery slope argument: this proposes that once a step is taken in one direction there is an slide down a slippery slope, and that whilst the first step is unlikely to be morally problematic, the behaviours arising from a position at the bottom of the slippery slope are extremely concerning
This paper argues that it is possible to identify the beginning steps on the slippery slope in the attitudes and behaviours of children, and of their educators. Identification of these first steps creates opportunities for redirection, different types of learning targeted at preventing racism. It is rare for early childhood professionals to delve into literature on terrorism but it is important to understand that experts in this area are clear that terrorism must be understood by taking a life course approach (Corner, Bouhana, & Gill, 2019)
Summary
They may certainly work with children whom they sometimes feel act like little terrors, but the kind of extremism that resulted in the terrorist attacks in Christchurch recently, and in multiple other extremist terrorist attacks in different parts of the world, are not currently a concern in the early childhood playground. Why do early childhood educators need to think about terrorism? It is, my contention that they should be
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
