Teachers' collaboration and implementation of an anti-racism unit in the kindergarten classroom

Racism and Anti-racism are complex issues that can be challenging for educators to navigate. Learning how to support educators to examine their own identities and engage in anti-racism education is critical. As such, this research asks: (a) “How do early primary educators situate themselves in anti-racism education?” and (b) “What systems do early primary educators find supportive to engage in anti-racism education?” The literature review includes a broad definition of racism, a discussion on the hidden curriculum and anti-racism education, and finally, a review of the professional development and practices that promote systemic change. This research is a case study of four teachers’ (three kindergarten and one support teacher) lived experience collaborating and implementing an anti-racism unit in the kindergarten classroom. The analysis revealed that leadership can foster systemic changes to facilitate anti-racism education by providing time for planned self-regulated collaboration embedded with supports that reduce risk and promote relational trust.