aDRESSING sOCIETAL iSSUES bY sTARTING AT THE bEGINNING

with Dr Shaddai Tembo

Early years LECTURER, WRITER, SPEAKER, TRAINER, CONSULTANT, AND FORMER PRACTITIONER.

WHO I am

I am Shaddai Tembo (pronounced “Shad-eye”), an early years lecturer, writer, speaker, trainer, consultant, trustee and former practitioner. I specialise in early years education and care, covering children’s early experiences from birth to school age.

What I do

I created Critical Early Years as a vehicle for me to engage with the sector through training and consultancy. I am interested in equality and inclusion, including, anti-discriminatory, anti-racist and social justice approaches.

WHY I do it

I believe that a crucial way to address societal issues is to begin with the early years. This means recognising the power that we, as educators, can have in supporting young children to flourish without constraint.

PROVIDING early years EXPERTISE SINCE 2018

I am available as an expert speaker, panellist and consultant on a variety of subjects related to equality and inclusion. This includes race and racism, gender and LGBT+ inclusive practice and issues of social justice. This expertise can be delivered in individual or group settings, in person or online.

Make an appointment →

Recent work

work
Nesta talks to... Dr Shaddai Tembo
Nesta talks to... Dr Shaddai Tembo

Dr Shaddai and Nesta’s Simran Motiani explored how to successfully implement anti-discriminatory practices in early years settings so that every child feels valued and supported.

‘Maybe that makes a difference actually’: Attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK
‘Maybe that makes a difference actually’: Attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK

In light of ongoing inequalities within society, the role of social justice leadership in educational spaces remains a central arena amongst research and practice…

the froebel trust podcast: where are the men in early years education?
the froebel trust podcast: where are the men in early years education?

Recent data from the Department for Education suggests only 2% of the people who work in early years education in England are male. This episode of the Froebel Trust podcast asks - why does early childhood education continue to have one of the most gender imbalanced workforces? And what would Froebel, inventor of kindergarten, have made of this? Presenter Colin Kelly and his panel of guests consider how nursery school and early years setting leaders could support more men to work in early education.

early years in mind: workforce wellbeing in the early years
early years in mind: workforce wellbeing in the early years

Early years work can be joyous and fulfilling, but it can also be demanding. Speakers in this webinar explore a variety of topics relating to wellbeing in the early years while recognising the wider social context.

  • "Listening to Shaddai carefully explain key concepts with examples was brilliant. The openness of everyone taking part, including shaddai, made the course a safe place to discuss racism."

  • "I was captivated by your words and your goal to champion diversity in early years and directly face discrimination and how it can be dealt with."

  • "It was so great to have you on the panel and you really seamlessly move through the different layers of your content in a nuanced yet accessible way."

  • "Sharing your research and personal experiences added a unique depth and perspective to the discussion, making it a remarkable learning experience for everyone involved."

  • "I firstly wanted to say how amazing and inspirational you are. I am a class teacher at X School and I came away so inspired. I have been sharing lots of the messages from the day with staff since being back in school."

  • "I like the interactive style and the way in which the presenter makes the session accessible. Really thought provoking and interactive."

  • "You say it is better to try and get it wrong than not try at all, this has stuck in my head since seeing you, and I would like the staff and I to try to do our best for the children we take care of."

  • "You have inspired the students by acting as a role model for resilience and dedication as well as demonstrating first hand alternative routes into the sector."

  • "Speaking from own background and practitioner experience, very informative on social issues. Really thought-provoking, really enjoyed the handouts to take away and focus on in more detail."

  • "Shaddai’s warmth and openness, the way he kindly challenged us to look both inward and outward so as we could reflect as individuals and take practical steps in interactions with the children in setting."

  • "The training was so well-structured and tailored to our work specifically, and it felt like you provided a really open and caring space for talking and thinking about such complicated and difficult things."

  • "I think the mix of talking from our personal experiences, the historical and theoretical context, and practical exercises and discussion was really brilliant."

  • "I really liked how you emphasised the self-care needed in anti-racist work while also not letting us off the hook - gently pushing us to confront our roles and privileges in racist structures."

  • "I definitely feel more comfortable talking about anti-racism and taking action to identify, react to and work against racism in my working life and my personal life as a result of this training."

  • "Specifically, I am coming away from this training with a clear understanding of where and how racism exists for children under 5 and the adults that interact in their learning environment."

  • "I felt expertly facilitated to contribute to conversations and particularly appreciated Shaddai’s promotion of the importance of “listening spaces” as well as conversation spaces."

  • "made me think about how important it is to have conversations with children and staff within my setting. Feel empowered by new knowledge to be confident with challenging adaptations to practice."