In the course of their school careers, students experience and develop many facets of their being, but what about their identity? Like their minds, identities are built and shaped by their experiences, particularly at school where they spend most of their days. The construction of children's sense of identity is influenced not only by their daily social interactions, but also by the content to which they are exposed. Do they recognize themselves in stories or classroom activities? Do they feel comfortable sharing cultural or religious practices at home? The aim of this study is to document teaching practices and how they might support the identity construction of preschool and primary school students. This research is gounded in identity construction theories and critical pedagogy. In order to illustrate some examples of the possible impacts of certain teaching practices that can influence students' identity construction, we will be using data collected as part of an ongoing ethnographic research (Lafortune et al. 2022-2027), as a pilot for this study. While several studies in Quebec have analyzed these issues with racialized minority adolescents and adults (Magnan, Darchinian and Larouche, 2016), very few have focused on elementary-aged students as they experience the construction of their identity consciousness, from preschool to elementary school. We now know that identity is a dynamic process reflected in daily interactions and choices (Dubet, 1994). Identity awareness is a process by which the individual gathers and becomes aware of the different components of his or her identity, starting with individual identity, which takes root from the age of 5-6 (Mucchielli, 2021). Primary-age children are therefore constantly developing their identity awareness, particularly at school, where they spend most of their time. This paper is part of the “curriculum design for equitable education” theme as it explores current teaching practices and curriculum choices.

This doctoral study explored early childhood teachers' (ECT) attitudes towards inclusion-based pedagogical practices to assess their readiness for Universal Design for Learning (UDL) implementation in Irish early childhood classrooms as an effective, equitable pedagogical tool for quality teaching for inclusion and a more equitable world. This research aimed to gain a deeper insight and understanding of the variability in ECT attitudes and opinions about their inclusive practices through the lens of UDL. One key pedagogical approach to promote a fair and equitable education for all children is the UDL framework (Flood & Banks, 2021; Galkienė & Monkevičienė, 2021). However, most research has focused on UDL in higher education, with limited attention on UDL in early childhood education. High-quality early childhood education ensures all children's equal access and participation, including those from socio-economically disadvantaged backgrounds, ethnic minorities, and those with diverse learning needs (Curristan et al., 2023).

Social justice in education guided my theoretical framework for this study as I sought new knowledge regarding equitable teaching practices. Using Q methodology, I combined qualitative and quantitative research techniques to study in-depth, subjective views carefully and systematically. I took a constructivism/interpretivism paradigm in line with the principles of Q methodology to explore and analyse ETC's subjective views (Ramlo & Newman, 2011; Watts & Stenner, 2012). Using Q's unique analysis to identify patterns of responses within the Q sorts, this research found three distinguishing viewpoints on implementing inclusive pedagogical practices in early childhood education underpinned by characteristics of UDL. While there were distinguishing viewpoints, there was also consensus and agreement among teachers about the importance of valuing and honouring all children's preferences, views, and choices within an inclusive child-centred practice, enriching children’s learning opportunities and shaping quality inclusive teaching practices for equity in early childhood classrooms.

According to Icelandic law, the preschool is the first level of the school system and shall be characterised by inclusion and cooperation. Moreover, a new Act on the Integration of Services in the Interest of Children’s Prosperity guarantees the right support for children and their families. With immigrants accounting for 20% of Icelandic population, the focus is on ensuring schools are prepared to respond to the needs of immigrant children. Municipalities have been developing innovative practices to meet this diversity.

The aim of the study was to explore how the collective inquiry between teachers, special education teachers, teaching counsellors, principals and a refugee reception manager in one municipality evolved into an interprofessional learning community and analyse its impact on the inclusion of immigrant children in ECEC.

A professional learning community is a community of peers who share experiences and learn together in a purposeful way with the aim of empowering the children. Leading from the Middle (LfM) endeavours to support those professionals who are closest to the work of teaching and learning so they can collaborate purposefully, responsibly and transparently.

This paper builds on a case study of a multicultural team in a Riverside municipality. The municipality has around 12.000 inhabitants and six preschools with a total of 30 languages spoken. Data included observations, interviews with various professionals and reviewing relevant documents, such as meeting minutes. Data were analysed through thematic analysis.

Findings shed light on the importance of including diverse actors in the development of preschool practices to ensure all children’s well-being, participation and learning. Furthermore, having the authority, expertise, and confidence to implement new strategies collectively to educate all children is crucial for the development of ECEC. The study can inform teachers, teacher educators and policymakers worldwide on how effective partnerships with preschools can promote equity and inclusion.

In 2022-2023, an action research project was launched in collaboration with three schools to document the experiences of black pupils in primary schools in Quebec, Canada. The project has three main objectives: to identify the forms of racism encountered by the pupils; to document the strategies and resources mobilized by those involved to meet these challenges; and to support their agency by working with them to identify, implement and consolidate the most effective resistance strategies and transformative practices.

The project is based on critical and anti-racist theories, with a particular focus on anti-black racism in educational settings. The methodology is based on a two-year ethnographic study within the three schools, involving observations in various areas of the school environment, individual and group interviews with school staff, pupils and their parents, and immersion in certain school activities.
The preliminary findings presented in this communication are based on data collected from 26 teachers through ethnographic observations and individual interviews. These results reveal various forms of racism affecting black pupils and highlight the tensions and discomfort caused by this issue in the primary school context. Situations are often reduced to simple interactions between children, obscuring the systemic issues. Two trends emerge: on the one hand, most teachers deny racism and justify unfair processes and practices; on the other hand, a minority of teachers show a relative awareness of these issues but express a fear of making mistakes and a feeling of powerlessness in the face of the challenges and changes to be made.

This communication will explore these tensions in teaching practice. It will emphasize the need to move beyond diversity- focused approaches to promote far-reaching change, aimed at a genuine quest for justice and equity for all pupils.