Critical perspectives on cultural diversity in early childhood: building an inclusive curriculum and provision

Abstract

This paper presents a discussion of the complexities that arise from addressing issues of cultural diversity in the early years context. It explores the challenges of developing an effective early years provision and pedagogy that values cultural difference within the framework of a mandated curriculum, The Early Years Foundation Stage (EYFS) in England. The discussion presents a critical debate based on the argument that the task of constructing an inclusive early years curriculum remains contentious. This is especially the case as children’s cultural and socioeconomic backgrounds challenge the assumptions of normality and universality that are typically produced within policy rhetoric and curricular guidelines for group provision. The discussion draws on the poststructuralist theoretical framework of Foucault and Derrida to critique notions of diversity and difference. It then provides an analysis of the EYFS as an example of the challenges that arise from attempts to address cultural diversity through the curriculum.

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