“It Felt Like Waking up From Zombie Nation”: Introducing Early-Years Practitioners in Higher Education to Issues of Social Justice for Transformative Learning

21st century early years practitioners are expected to become agents of change by challenging societal inequalities and embracing anti-oppressive approaches. Yet, research suggests that many practitioners hold negative attitudes about children and families who are ethnically, culturally, linguistically and economically different from those in the mainstream and appear oblivious to how their own practice may contribute to the educational inequalities experienced by these children. This article draws on research carried out with early-years practitioners completing a Foundation degree in early years and an Early Childhood Studies BA (Hons) Top-Up course in England, which examined the practitioners’ perspectives of a transformative pedagogy for social justice. Findings suggest the pedagogy inspired practitioners to work towards eradicating enduring societal inequalities. However, when the emotional impact of the transformation is overwhelming, transformative learning may not only inhibit action but also lead practitioners to a state of liminality that requires time to emerge from.