This article reinterprets practising for diversity and difference discursively and contextually using post-colonial, anti-racist feminist, and post-structural lenses. Working with data from a participatory action research project, the article critically reflects on normalized and standardized discourses of difference and diversity by interrogating how young children negotiate racialized identities and power relations during everyday dialogues. The article concludes with a discussion of the challenges and possibilities of practising for social justice.
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