The Invisible Influence: Systemic Racism and Experiences of Migrant Workers in Early Childhood Education in Aotearoa/New Zealand

Abstract

Aotearoa/New Zealand, like many other countries, is experiencing a rise in the number of migrants working in care professions such as aged care, disability care, and early childhood education and care (New Zealand Government, 2024). Despite this growing presence, research on the experiences of migrant workers in early childhood education (ECE) remains limited, despite their significant contributions to the sector. Notably, according to the latest data, the proportion of immigrant workers in ECE increased from 7% in 2001 to 16% in 2017 (Hyslop & Le, 2019); it is likely that this figure has continued to increase since then. Given the increasing reliance on migrant workers in ECE, it becomes essential to understand not only their contributions but also the challenges they face within the sector. While existing literature has demonstrated that racism remains a persistent challenge for migrants of colour—particularly in industries such as aged care and healthcare (Ahlberg et al., 2022; King-Dejardin, 2019; Stevens et al., 2012)—there is limited research that specifically addresses the systemic nature of this racism, especially within the ECE sector.

As a result, this thesis explores the experiences of migrants of colour working in ECE in Aotearoa/New Zealand, with a particular focus on how systemic racism shapes their experiences. Systemic racism, a key concept in this study, refers to the collective and often invisible forms of racial discrimination that occur across individual, institutional, and societal or structural levels (Banaji et al., 2021; Gynter, 2003; Mooten, 2021; Schindler & Zeller, 2011; Schmidt, 2010). Understanding systemic racism requires recognising how these levels interact and reinforce one another, ultimately forming a broader system that disadvantages minority groups. As Schindler and Zeller (2011) note, such discrimination can be difficult to identify because it is embedded in the everyday functioning of these systems. Understanding these dynamics is essential for addressing the structural barriers that impact the professional lives of migrant educators in ECE settings.

Guided by Critical Race Theory (CRT) and employing counter-storytelling as a methodology, this study draws on semi-structured interviews with eleven migrants of colour, including both qualified and non-qualified ECE teachers. This approach allowed the research to highlight participants' lived experiences and their interpretations, alongside the researcher’s analysis. Indeed, the findings demonstrate how systemic racism, both overt and subtle, continues to shape the professional and personal experiences of migrant teachers of colour in ECE, often manifesting in nuanced and easily overlooked ways. The findings also align with existing literature on care work, which shows that the experiences of migrants of colour are often dismissed, ignored, and marginalised (Ahlberg et al., 2022; King-Dejardin, 2019; Stevens et al., 2012). Additionally, the research contributes to understanding how systemic racism influences the ways people of colour cope and navigate their social and professional lives. Overall, this thesis expands current knowledge about the experiences of migrant teachers of colour in Aotearoa/New Zealand’s ECE sector. It contributes to greater recognition of the systemic nature of racism in ECE and how it is embedded in, and unfolds through, participants’ experiences—often in ways that are not immediately obvious or easily recognisable.