Learning about colonial positionality, relational responsibilities and boundaries as an early childhood teacher embedding First Nations Worldviews within my pedagogical practices: An autoethnographic study

This study explored the complexities I faced as a non-Indigenous early childhood teacher in embedding First Nations worldviews into early childhood pedagogy, as required by Australia's Early Years Learning Framework. Through autoethnographic research, I critically analysed my pedagogical practices for the impact of colonialism. Positioning myself as a learner with First Nations Peoples highlighted the importance of understanding one’s relational responsibilities and boundaries, teaching with a colonial voice. Theorising the pedagogical relationship between colonial and First Nations worldviews as entering and within a Relational Worldview Interface, I advocate for professional learning opportunities that critically reflect on teacher positionality and relationality.