Gendering and slow violence as mundane political practice in early childhood education

For many years, researchers have attended to gender in early childhood education (ECE) from an equity perspective, framed initially by feminist and feminist poststructuralist theories. More recently, researchers have adopted feminist new materialism and feminist posthumanist perspectives to consider gender in ECE. Here we think with the concept of slow violence to contemplate how, in combination with extra-sectionality, gendering is a cumulative and an integral part of the mundane political practices occurring in ECE contexts, lurking in the everydayness of busy settings and ‘hidden in plain sight’. We show how the talk of educators forms an integral part of the practices occurring daily in ECE settings, and how the ways gender is discussed becomes one of the mundane political practices that are cumulative and part of slow violence. This article was prompted by nuances that emerged when probing data from interviews with Australian early childhood educators and by noticing differently, how gender can be constructed in the everyday talk and actions of educators.