At the 2024 Social Justice in Early Childhood Conference, ECMS was one of four recipients of the Anti-Bias Award. We were humbled by the recognition, especially as our journey in exploring anti-bias approaches began just two years ago.
How did our journey begin?
In 2022 ECMS consolidated our pedagogical framework and made the decision to privilege a place-based approach to teaching and learning. As we explored this further it led us to focus on the importance of anti-bias, and we began working closely with its subject matter expert, Dr Red Ruby Scarlet.
Through her work, Dr. Red has become a respected voice in the field of education, inspiring others to create more equitable and inclusive learning environments.
We knew that Dr. Red was the academic mentor we needed to partner with to achieve three key outcomes:
To privilege equity and social justice across ECMS
To authentically integrate pedagogical pieces and operational pieces
To engage in sustainable and inclusive ways of working to create change at scale
The journey toward equity in early childhood education is continuous. As a large, purpose-driven organisation, we’re committed to "living well and flourishing with difference" (Taylor & Giugni, 2012) and we've embraced new ways of thinking, collaborating, and growing as an organisation.
Our approach to anti-bias
Our approach to embodying anti-bias has been both evidence-based and deeply collaborative. Alongside Dr. Red Ruby Scarlet, we adopted the Common Worlds framework - a model informed by post-humanist and post-colonial perspectives from Dr Red’s doctoral research. This partnership allowed us to align our approach with the Early Years Learning Framework (EYLF V2.0), making the anti-bias goals an organisational priority. This synergy formed the basis of what we call "Pedaration," a concept that holds pedagogically led operations as essential to supporting our anti-bias objectives.
A catalyst for change: embracing place-based pedagogy
Our journey began with recognising anti-bias principles as foundational to our ECMS pedagogical framework. In this framework we anchor in place-based education, embracing the unique characteristics of each setting across ECMS. This "gift of place" honors Indigenous perspectives and recognises that every place offers unique contributions to anti-bias practice. Through this approach, we began to see transformation in our interactions, relationships, and ways of doing and being. This concept, influenced by Aunty Dr. Sue Atkinson (2020) and Donna Haraway (2016), helped us foster meaningful connections that honour the distinct contexts of the communities belong to.
Building "WithShips" through collaboration
One of the most powerful aspects of our journey has been fostering "WithShips" (Scarlet, 2020) - collaborative, meaningful relationships - across our organisation. The term, coined by Dr. Red, encapsulates the spirit of social cohesion that has guided our work. By embracing an inquiry-based approach, we have brought pedagogical and operational teams together to craft policies and practices that reflect our anti-bias goals. This process has required deep, sometimes challenging conversations that have encouraged radical honesty and mutual understanding among everyone at ECMS.
Through Dr Red’s Anti-Bias Approach professional learning series, we have engaged all 68 teaching teams and 55 support staff members in discussions about bias, prejudice, and racism. By centering Indigenous perspectives, we’ve developed our understanding of Aboriginal and Torres Strait Islander ways of knowing, doing, and being, fostering a critically inclusive environment. This collective inquiry has inspired new ways of connecting with both children and each other, making "withness" a core part of our practice.
Prioritising Indigenous perspectives
Engaging with Indigenous perspectives is a crucial part of our work. We’ve been inspired by the research of incredible early childhood Indigenous scholars like Aunty Dr. Sue Atkinson and Dr. Karen Martin (2008). Their insights have helped us authentically connect with the places where our ECMS services are located.
We have learnt that Aunty Dr Sue Atkinson’s Signs, Signals and Symbols (2020) can be applied to both what works to include or what works to discriminate. This Yorta Yorta way is a critically inclusive framework that ‘matters’ into and out of place, body and mind.
It’s worth noting this is long slow work. Dealing with racism is central to sustainability of a society and while version two of the EYLF in multiple places compels educators to ‘embed Aboriginal and Torres Strait Islander perspectives’ – we have yet to explicitly address racism – which is the most necessary element of authentically embedding these perspectives as non-Indigenous people.
The Road Ahead: Continuing Our Commitment to Anti-Bias Education
At ECMS, we recognise that the journey toward equity and social justice in early childhood education is ongoing. While individual classroom practices are often the focus of anti-bias work, we are proud to take an organisation-wide approach, continuously exploring how pedagogical practices can shape our operational strategies. Anti-bias approaches have become embedded in our organisational identity and will continue to guide us as we work to foster environments where every person feels seen, valued, and supported.
By anchoring ourselves in the EYLF version two and its commitment to anti-bias and sustainability, we are building a community anchored in inclusion, equity, and shared purpose - one that celebrates diversity. Inspired by the words of Ruth Bader Ginsburg, we continue to "fight for the things we care about, in a way that leads others to join us," knowing that our work is just beginning.
How anti-bias has informed our everyday work
Watch these reflections from our ECMS Support Services team as they consider the effect anti-bias has had on their working lives.