Early years in Scotland: An exploration of "race", class, gender and coloniality in child-centred learning within home educating communities of colour

This embodied piece aims to explore the impact of "race", class, gender and coloniality in child-centred learning within home educating communities of colour, with a focus on the early years in Scotland. I use the phrase 'embodied piece' to signify the enmeshed nature of bodies of colour 'carrying out research' within colonialist, capitalistic and neoliberal edifices, its impact, and the ways in which we traverse these spaces.
Although home education is a parental and legal right in the UK, home educators and how they facilitate learning while navigating racism and other intersecting oppressions (Collins, 2000), have hardly been explored within educational and sociological research. These experiences will be engaged with via a fluid resistance methodology that I had created during my recent Master's called 'Unarchigal - Modalities of Resistance'.
Unarchigal, which means 'emotions' in Tamil (my mother tongue), is situated within 'postcolonial radical feminist autoethnography', and is shaped by postcolonial feminism, autoethnography, anti/de/postcolonial scholarship and activism. Unarchigal, through multimodality, postulates an epistemic break from Euro-Western methods and methodologies via engaging with refusal, resistance, reclamation and liberation. The focus will, hence, be on centering 'decolonial intentionality' in interactions with home educating families of colour and in not presenting stories as data (Nxumalo's, 2019). The collaborators may choose to engage multimodally via poetry, meditations, art, rap, object narration, potlucks, crocheting, making cups of coffee, chai / tea (Keval, 2020), etc....
This embodied piece, hence, proffers ways of 'decolonising research' alongside ways of learning and (un)learning that home educating families of colour may be / are engaged in. This would be pivotal in (re)shaping policies and pedagogical practices around (re)imagining education and learning within the early years, via centering transformative practices.