Too Small to Notice? Constructions of Childhood and Discourses of ‘Race’ in Predominantly White Contexts

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Abstract
This paper is organised around three possible meanings that can be given to the question ‘Too small to notice?’ in relation to racism and anti‐racism in the early years of schooling (up to the age of eight). Firstly, are young children too small to have notice taken of their serious concerns and questions? Secondly, are young children too small to notice and/or engage with racism and difference? And thirdly, is racism too small a problem in predominantly white early years contexts? Using anti‐racist education as a case study, the paper argues that dominant constructions of childhood and discourses of developmental psychology make it difficult to undertake education for social justice in the early years of schooling.

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