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

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