Nothing, or Almost Nothing, to Report: Early Childhood Educators and Discursive Constructions of Colorblindness


  • Rachel Berman Ryerson University
  • Beverly-Jean Daniel Humber College
  • Alana Butler Ryerson University
  • Margaret MacNevin Ryerson University
  • Natalie Royer Ryerson University


Critical Race Theory, Discourse Analysis, Color Blindness


This article focuses on 11 in-depth semi-structured interviews with early childhood educators who responded to a question about reporting racial incidents as a ‘Serious Occurrence’ under guidelines mandated by the City of Toronto Children’s Services Division. We draw on critical race theory and colorblind theory in a discursive analysis of participants’ narratives. Results of this analysis suggest that participating early childhood professionals were reluctant to name and acknowledge incidents of racism in early learning environments, and engaged in discursive strategies that minimized and negated such incidents. Implications for the training and education of early childhood educators are noted and implications for provincial policy are discussed.





Author Biographies

Rachel Berman, Ryerson University

Associate Professor, School of Early Childhood Studies, Graduate Program Director MA in Early Childhood Studies

Beverly-Jean Daniel, Humber College

Faculty member for the School of Social and Community Services at Humber College

Alana Butler, Ryerson University

Instructor, School of Early Childhood Studies G. Raymond Chang School of Continuing Education

Margaret MacNevin, Ryerson University

Research Assistant and Registered Early Childhood Educator

Natalie Royer, Ryerson University

Research Assistant and Registered Early Childhood Educator