Inquiring into the democratization of creative early educational experiences through the lens of the politics of belonging, this review of research asks: What does research reveal about creative early educational experiences as they pertain to history, race, and justice? Seeking to better understand the racialization of creative early educational experiences, this review undertakes a transformative justice in education approach, attending to the historical roots of the contemporary racialized politics of belonging. Despite the creativity, improvisation, and imagination displayed historically by Black, Indigenous, and other Communities of Color, findings underscore how creative educational experiences prioritize Eurocentric onto-epistemologies, (re)inscribing inequitable schooling. Creative disruption and Black futurities offer two possible pathways to disrupt the legacy of racism in U.S. early schooling.

通过归属政治的视角探究创造性早期教育体验的民主化，这篇研究综述提出了一个问题：研究揭示了与历史、种族和正义有关的创造性早期教育体验的什么？为了更好地理解创造性的早期教育经历的种族化，这篇评论在教育方法中采用了一种变革性的正义，关注当代种族化归属政治的历史根源。尽管黑人、原住民和其他有色人种社区在历史上展示了创造力、即兴创作和想象力，但研究结果强调了创造性教育经验如何优先考虑以欧洲为中心的本体认识论，（重新）刻画不公平的学校教育。