Languages and identities: locating intersectional pedagogies in Aotearoa New Zealand’s and Australia’s early childhood curriculum

Aotearoa New Zealand and Australia have high populations of immigrants with diverse linguistic and cultural backgrounds. Previous studies have examined the nuanced relationships between immigrant families’ negotiation of language and identity choices. A national curriculum influences these choices. Supported by the theoretical framework of intersectionality, this paper uses comparative critical policy analysis to scrutinise how the early childhood curricula of the two countries inform intersectional pedagogies in acknowledging the interrelationships between language and identity. Intersectionality recognises that a single-focus lens is limited in addressing complex and layered social inequalities. It aims to understand the complexities by considering overlapping identities and experiences. This paper employs intersectionality as an analytical tool to critically examine the multifaceted domains of power and multidimensional inequalities, advocating for social justice and transformation. Conclusions drawn from the study’s findings highlight the significance of early childhood curriculum in providing equitable intersectional pedagogies that recognise and include children’s diverse languages and identities.