Abstract
This chapter investigates a decolonising critical pedagogical approach as an alternative to technicist strategies. It uses information taken from a data snapshot of the professional development (PD) opportunities available to Australian early childhood educators through the websites of two organisations offering professional development. The ongoing professional learning of early childhood educators is one of the pillars of a systematic and integrated approach to early childhood education and care policy. The Freirean idea of overcoming problems in society to liberate human beings is appealing, but is tempered by the tension associated with the Freirean idea of revolution and what that might mean in the context of PD for Australian early childhood educators in 2020 and beyond. The concept of engaging with complexity is situated within reconceptualist narratives of early childhood education and foregrounds collaboration and critical reflection in everyday moments of teaching practice.
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