This dissertation focuses on the work of non-Indigenous educators to integrate Indigenous perspectives into early childhood education programs. Instead of reporting examples of “good” educational practices, the study questions how whiteness and racism continue to function in diversity work considered productive and inclusive.1 Efforts geared toward supporting a child with specific resources at school or daycare #8, 2 Special programs, often smaller than a school-specific effort, and often with a special emphasis on curriculum #22, 3 Efforts focused on a “global” networking but linked to schools or services. The importance of this reason has been amplified by the formal link between the EYLF and the National Quality Standard, hereinafter the Standard Australian Children's Education and Care Quality Authority, and the benchmark against which the quality of most services early childhood education and care before school is established. ECEC services are,