ABSTRACT
The ethical and methodological dimensions of researching with refugee children and their families are complex. Our project involved documenting different understandings of how refugee families and educators in an Australian regional and urban setting worked together to enable the participation of young refugee children in early childhood (EC) education and care (ECEC) services. The focus of the research was how newly arrived refugee families understand ECEC and their sense of belonging within ECEC. In this chapter, drawing on the postcolonial theory of Bhabha and his notion of a ‘third space,’ we explore the complexities associated with the co-construction of divergent spaces to document emerging knowledges, languages and social spaces in ECEC for not only EC teachers and refugee families but also in the interdisciplinary team research process.
