Can arts-informed pedagogy facilitate communities of learning and belonging for minoritised early years children? An integrative review of research

ABSTRACT

This integrative review examines arts-informed pedagogy within early childhood education in relation to diversity and inclusion. Research suggests the arts serve as socially just pedagogy, appreciating diversity of student voice and experience whilst facilitating academic ownership and freedom to create inventive ways of knowing and learning. Arts integration in early childhood demonstrates capacity to foster dialogic experiences, collaboration, child development and therapeutic benefits. Yet, what does the research indicate when combining interdisciplinary topics of the arts, early years learning and minoritised children (ethnicity, culture, language, disability)? In keeping with critical theoretical and social constructivist frames the review analysed abstracts among four major databases, unrestricted by date, and grouping the terms ‘arts pedagogy/the arts’, ‘inclusion’, ‘diversity’ and ‘early childhood’. Results yielded three key themes: (1) identity and voice, (2) empowerment as knowledge producers and (3) naturalistic learning opportunities. Although highlighting possibilities of the arts to enhance educational inclusion and equity, the review suggests sparsity within the literature and need for research knowledge diversification. We argue reconceptualising arts-informed pedagogy to build communities of learning and belonging among early years minoritised children.

KEYWORDS:

• Inclusive education
• diversity
• arts-based pedagogy
• integrative literature review
• early years learning

Disclosure statement

No potential conflict of interest was reported by the authors.