ABSTRACT
This chapter explores the Chilean EC educators' mobilisation of their critiques during their learning of western educational concepts and theories in early childhood education. The detailed analysis of their individual and collective modes of critique provides insights into the characteristics and limitations of their critiques. The chapter investigates the Chilean EC educator's mobilisation of critiques in Futuro Infantil Hoy (FIH) workshops where western concepts and pedagogies were transferred, as well as Australian teacher educators' engagement of their critiques. The critiques were confined within a framework of gauging the relevance of the concepts and pedagogies to the early education in Antofagasta. The chapter addresses whether preconditions for applying critical pedagogy were sufficiently met in the EC context in Antofagasta. It argues that the utility of Chilean EC educators' critiques of western concepts needs to go beyond that of improving conceptual relevance to the non-western contexts.
