Farzana Balapatel explores anti-racist pedagogy in early childhood education programs

I recently connected with Farzana Balapatel who completed her master of arts in early childhood studies at the School of Early Childhood Studies (ECS) in the Faculty of Community Services (FCS). She told me about her master research project (MRP) on the topic of “Anti-racist Pedagogy in Post-secondary Early Childhood Education Programs: A Critical Inquiry into Eight Graduates’ Perspectives” and shared her experience as a graduate student. Once completed, this MRP and others can be found online through the MRP database. In her own words:

What is your research project about? What attracted you to this subject matter?

This preliminary study investigates early childhood education (ECE) graduates' experiences of antiracist pedagogy in their preservice postsecondary ECE programs in Ontario. Current literature has indicated that ECE preservice programs do not focus on antiracist education. My study aims to capture the perspectives of eight postsecondary ECE graduates.

Why did you choose to do this work?

I currently work as an early childhood faculty member at postsecondary institutions in Ontario. Before that, I worked with young children in various capacities for over twenty years. I have witnessed many incidents where children and educators' personal and racial identities were ignored or diminished. As a member of a minoritized group, I have struggled to keep my identity alive in the field. I now make an effort to bring my own diverse cultural, ethnic, and racial experiences into my teaching methods in Ontario postsecondary ECE programs, and I encourage my students to do the same. 

As an early childhood faculty member, I am familiar with the course content of early childhood programs, permitting me to understand participants’ preservice educational journey. 

Early childhood educators in Ontario must understand the significance of antiracist education to enact social justice and equity in the early childhood field. I hope this research provides a platform for early childhood educators to share their perspectives and experiences. Further, I hope we can raise awareness of the importance of infusing antiracist teaching practices in the postsecondary ECE curriculum.

How has COVID-19 affected your research project?

COVID-19 has given me the flexibility to pursue my education online and has allowed me to continue work. However, at the same time, it has imposed few restrictions as well. For example, I had to collect my data samples for this study via online video conferencing. It would have been great to meet my participants one on one to enhance my learning experiences. The online interview process also gave participants the flexibility to partake in my study from anywhere in Ontario.

What do you see for your future and the impact of your research?

I hope this research informs schools about the perceived extent of antiracist education in their programs. Further, I hope to contribute to curricula changes and that my work raises more awareness of the need for antiracist education in ECS.

What have been some highlights of your MRP experience?

This research investigates a primary question about antiracist pedagogy and what recent ECE graduates learned in their preservice college or university programs. My study confirmed that participating ECEs didn’t learn anything explicit about antiracist pedagogy in their postsecondary preservice ECE programs in Ontario. I humbly acknowledge that this research provides a preliminary platform that reveals the experiences of a small group of ECE graduates. Nevertheless, this study makes a contribution given little to no information exists on this topic in Ontario. Based on the study’s findings, I recommend that preservice post-secondary education infuse antiracist pedagogy to counteract racism and advance social justice. This includes educational policies, hiring practices and curriculum frameworks.

What have been some unexpected obstacles on your journey? How have you overcome them?

One of the challenges I experienced was working with participants on the online Zoom platform and capturing their experiences via online interviews. I have learned to be flexible, creative and approachable through this challenge. I have also used alternative data collection methods to exemplify participants’ perceptions. 

What would you say to someone considering graduate work at ECS or one of the other FCS schools?

I would highly recommend the FCS graduate programs to anyone interested. Taking this program has broadened my understanding and has strengthened my skills as an educator. It has allowed me to envision early childhood with new imaginaries and has motivated me to reconceptualize early childhood with multiple and flexible approaches. 

I would also encourage others not to worry about the financial aspect as the graduate programs offer some great student funding opportunities. I have gained some valuable insight, and I think anyone who joins this master's program will gain many benefits.

Graduate work can be all-consuming. What are some things you do to maintain a work-life balance?

It is very important to organize yourself and create a study calendar to keep track of all the assignments and readings. Moreover, the university’s Student Life and Learning Support have some great resources that have helped me overcome some writing challenges. 

Despite everything, it can get very overwhelming, and it is essential we spend some time in self-care. One thing that has kept me going during this busy time is taking a walk at the lakeshore or going for a bike ride on trails. Time in nature allows me to think critically, process what I have learned during the week and rejuvenate myself with new energy for the upcoming challenges.

Graduate Research Series

This past summer graduates and students at the Faculty of Community Services (FCS) were invited to tell us about their research projects and graduate studies experience. This is part of a series of introductory profiles about alumni and graduate students featuring their research and their advice for prospective graduate students. It is our hope you are as inspired by their research efforts and success as we are.  If you would like to submit a story idea for consideration please contact Bonte Minnema at bminnema@torontomu.ca.