Early years in Scotland: An exploration of "race", class, gender and coloniality in child-centred learning within home educating communities of colour

该项目的目的是探讨“种族”、阶级、性别和殖民性对有色人种家庭教育社区内以儿童为中心的学习的影响，重点是幼儿。由于殖民主义指的是通过殖民和帝国主义的遗产分配权力和资源的持续影响，我们仍然处于其中，因此了解家庭教育有色人种家庭如何受到“种族”，阶级，性别和殖民主义的影响以及这些如何在早期告知和塑造以儿童为中心的学习。虽然家庭教育在英国是父母和法律的权利，但家庭教育者以及他们如何促进学习似乎在教育和社会学研究中没有得到太多的探讨。家庭教育的颜色家庭也导航系统的种族主义，同时注重学习机会与系统。通过各种混合的方法，如案例研究方法，自我民族志，雪球抽样和儿童主导的参与性方法，这项研究将提供深入了解围绕以儿童为中心的学习，家庭教育的原因，以及如何以儿童为中心的学习实际上发生在学校，托儿所和儿童保育团体之外。位于非殖民地工作中的自我民族志方法，解释了研究人员的自传数据，输入，感知和知识的利用，以分析和解释围绕文化和身份的假设（Steeg & McCarty，2012）。由于我的身份是在政治，种族主义结构和存在的暴力中形成的（Kinouani，2021），这让我作为研究人员，探索和分享为什么我想从我所有的其他生活经历中讲述这个特殊的故事。因此，重要的是，我分享我对破坏，研究和我的（联合国）学习的承诺始于21年前，当时我在印度的部落社区生活和工作。他们向我展示了什么是优雅，尊严，（联合国）学习和同情心真正的样子。我也从我的孩子们那里获得了巨大的灵感，他们是我最伟大的老师，同伴和促进者，因为我继续这项工作，这项工作是由我，我所服务的社区和我的家人的鲜血，汗水，眼泪，愤怒，挫折，转变的喜悦以及更多的东西所塑造的。这项研究的结果将非常有助于围绕（重新）构想早年教育和学习制定政策，概述影响有色人种家庭决定在家接受教育的障碍和挑战，以及围绕学习教学方法、反种族主义、有色人种儿童的全面发展和教育改革举措（重新）制定政策。

This project aims to explore the impact of "race", class, gender and coloniality in child-centred learning within home educating communities of colour, with a focus on the early years. Since coloniality refers to the continued impact of the distribution of power and resources through the legacy of colonisation and imperialism, which we continue to remain in the midst of, it would be crucial to understand how home educating families of colour are impacted by "race", class, gender and coloniality and how these inform and shape child-centered learning in the early years. Although home education is a parental and legal right in the UK, home educators and how they facilitate learning don't seem to be explored very much within educational and sociological research. Home educating families of colour also navigate systemic racism while focusing on learning opportunities outwith the system. Through a variety of mixed methods such as a case study approach, autoethnography, snowball sampling and child-led participatory methods, this study would offer insights into ideologies held around child-centred learning, reasons for home educating and how child-centered learning actually takes place outside of schools, nurseries and childminding groups. Autoethnographic approaches situated in decolonial work, excompass utilisation of the researcher's autobriographical data, inputs, perceptions and knowledge to analyse and interpret assumptions around culture and identity (Steeg & McCarty, 2012). Since my identity is shaped within the politics, racist structures and violence that exist (Kinouani, 2021), this allows me as the researcher, to explore and share why I would like to tell this particular story from all of my other lived experiences. It is therefore important for me to share that my commitment to disruption, research and my (un)learning started 21 years ago when I lived and worked with tribal communities in India. They showed me what grace, dignity, (un)learning and compassion really looked like. I also draw huge inspiration from my children, who have been my greatest teachers, companions and facilitators, as I carry on with this work that has been fashioned by the blood, sweat, tears, rage, frustration, joy in transformation and so much more from me, the communities I serve and that of my family. The findings from this study would be extremely useful in shaping policies around (re)imagining education and learning within the early years, outlining barriers and challenges impacting the decision of families of colour to home educate, as well as, (re)framing policies around pedagogical approaches to learning, anti-racism, holistic development of children of colour and educational reform initiatives.