Advocacy in Early Childhood Education in Canadian and Indian Contexts: A Living Literacies Approach

Abstract

 This position paper delves into the evolving role of early childhood educators (ECEs) as advocates within the contexts of Canada and India. It contends that educators' engagement with advocacy enhances children's well-being and redefines conventional notions of professionalism by interrogating established expectations and norms. Using a living literacies approach, the paper highlights how sharing experiences and collaborative meaning-making can activate change, demonstrating how literacy practices- which are dynamic, embodied and contextually situated- can empower educators to challenge established norms and create new possibilities for early childhood education. Drawing upon the authors' lived experiences and theoretical frameworks, the paper emphasizes the significance of educators moving beyond their classroom roles to influence systemic outcomes. It promotes educators' importance in becoming critical thinkers and champions of collective action. Furthermore, the paper argues that advocacy is not merely an act of resistance but a fundamental necessity for an important move toward professionalism, innovation, and transformative change within the early childhood sector.