Thinking with Black Ecologies in Early Childhood Education

Keywords: Black ecologies, place, storytelling, environmental education


We are three Black women working in childhood and youth education research and practice in Tkaronto, Canada. In this paper we bring together our personal, research, and pedagogical inquiries into Black ecologies. We focus on foregrounding how Black ecologies can bring possibilities to (re)story Black nature relations and respond to socio-ecological injustice. Our intention is to encourage early childhood educators to think, in situated ways, with both the potential and challenges of this work. We do this by intentionally foregrounding propositions, grounded in stories and questions for inquiry, that educators can think with in their own contexts. 


Download data is not yet available.


Metrics Loading ...


Haraway, D. (2018). Modest_witness@second_millennium.Femaleman_meets_Oncomouse™: Feminism and technoscience (2nd ed.). Routledge.

Hawthorne, C., & Lewis, J. S. (2023). Introduction. In C. Hawthorne, C., & J.S. (Eds.), The Black geographic: Praxis, resistance, futurity (pp. 1-26). Duke University Press.

Lees, A., & Bang, M. (2022). We’re not migrating yet: Engaging children’s geographies and learning with lands and waters. Occasional Paper Series, 2022(48), 33–47.

McKittrick, K. (2014). The geographies of blackness and anti-blackness: An interview with P. J. Hudson. The CLR James Journal, 20(1/2), 233–240.

McKittrick, K. (2021). Dear science and other stories. Duke University Press.

McKittrick, K., & Woods, C. A. (Eds.). (2007). Black geographies and the politics of place. South End Press.

Moulton, A. A., & Salo, I. (2022). Black geographies and Black ecologies as insurgent ecocriticism. Environment and Society, 13(1), 156–174.

Nxumalo, F. (2021). Disrupting anti-Blackness in early childhood qualitative inquiry: Thinking with Black refusal and Black futurity. Qualitative Inquiry, 27(10), 1191–1199.

Nxumalo, F., & Pacini-Ketchabaw, V. (2023). Centering Black life in Canadian early childhood education. Gender and Education, 35(2), 186–198.

Nxumalo, F. & ross, k.m. (2019). Envisioning Black space in environmental education for young children. Race Ethnicity & Education, 22(4), 502–524.

Pacini-Ketchabaw, V., Berry, A., Jobb, C., Vintimilla, C. D., Nxumalo, F., Kummen, K., MacAlpine, K-A., Kocher, L., Montpetit, M., Nelson, N., Land, N., Khattar, R., & Kind, S. (April 20 2021). Federal budget 2021: 7 actions to ensure Canada’s “child-care plan” is about education. The Conversation.

Peers, J. (2023). Re-searching research: Troubling lines as a worlding practice. In K. Murris & V. Bozalek (Eds.), In conversation with Karen Barad: Doings of agential realism (pp. 92–104). Routledge.

Purifoy, D. (2023). Forests are Black futures. In Rutgers Institute for the Study of Global Racial Justice (Ed.), Black ecologies (pp. 12–13).

Reynolds, R. A. (2023). Voting on the questions as a pedagogical practice in a community of philosophical enquiry. Childhood & Philosophy, 19, 1–24.

Roane, J. T., & Hosbey, J. (2019). Mapping Black ecologies. Current Research in Digital History, 2(2).

Vintimilla, C. D., Pacini-Ketchabaw, V., & Land, N. (2023). Manifesting living knowledges: A pedagogists’ working manifesto. Journal of Curriculum and Pedagogy, 20(1), 4–13.

How to Cite
Nxumalo, F., Downey, C., & Franklin, N. (2024). Thinking with Black Ecologies in Early Childhood Education. Journal of Childhood Studies, 47-56.