ABSTRACT
Here we critically reflect on approaches that aim to decolonise research methodologies with Indigenous children, children who are otherwise marginalised and children from the dominant group in order to inquire into young children’s civic learning and action in early childhood settings. Stories of entering Indigenous communities and building life-long relationships for mutually beneficial inquiries will be shared. We share accounts of working to co-construct the research agenda and practices with the communities with whom they were researching, transparently sharing experiences of responsive methodologies of listening, waiting and being open to what emerges.
