The aim of this study was to investigate the subject offerings of early childhood degrees from Australian universities and to narratively analyze the content of subject descriptions and subject overviews related to physical development.

This paper addresses how a process of decolonising an initial teacher education (ITE) curriculum, and decolonising our minds, can help academics and teacher educators to think differently about engaging with anti-racist practice and professional learning within their own institutions.

This study examines 11 students enrolled in a teacher program specializing in school-age educare (grundlärare i fritidshem). School-age educare students exhibit a notable gender balance and many come from low-level educational and/or migrant backgrounds, leading to an exploration into the (re)production of class and gender dynamics.