anti-bias curriculum originally created by louise derman- sparks and the a.b.c. task force (1989)...
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Anti-Bias CurriculumAnti-Bias Curriculum
Originally Created by Louise Originally Created by Louise Derman-Sparks and the A.B.C. Derman-Sparks and the A.B.C. Task Force (1989)Task Force (1989)
Additional information infused by Additional information infused by Pam Guerra-SchmidtPam Guerra-Schmidt
Revised Feb. 22, 2012Revised Feb. 22, 2012
Origin of Anti-Bias Origin of Anti-Bias ApproachApproach
MulticulturalismMulticulturalism
– Learn basic facts about different cultures Not infused through Learn basic facts about different cultures Not infused through year but on specific days-tourist approachyear but on specific days-tourist approach
Born from multicultural movement; some felt not Born from multicultural movement; some felt not enough to address social problems in educationenough to address social problems in education– Wanted to explore the whys:Wanted to explore the whys:
Why only some cultures represented (sometimes mostly focused on Why only some cultures represented (sometimes mostly focused on art, dress, food and not origin, so knowledge may be more art, dress, food and not origin, so knowledge may be more superficial)superficial)
Why people of certain ethnicities and classes may have greater Why people of certain ethnicities and classes may have greater challenges in the area of social advantages (homes, cars, etc.), challenges in the area of social advantages (homes, cars, etc.), higher educationhigher education
Origin/Anti-Bias Origin/Anti-Bias ApproachApproach
Credit – works of Louise Derman-Credit – works of Louise Derman-Sparks & ABC Task Force, Washington Sparks & ABC Task Force, Washington DC: National Association for the DC: National Association for the Education of Young ChildrenEducation of Young Children
Focus – social and cultural context in Focus – social and cultural context in which children grow and learnwhich children grow and learn
Work-provides a foundation:Work-provides a foundation:– Understanding how children acquire biasUnderstanding how children acquire bias– Offers teachers strategies for countering Offers teachers strategies for countering
this developing biasthis developing bias
EquityEquity
Describes the goal of a Describes the goal of a movement to ensure a fair share movement to ensure a fair share of resources of resources
The goal of cultural-equity The goal of cultural-equity organizing is to redress and organizing is to redress and correct historic imbalancescorrect historic imbalances
Social JusticeSocial Justice
Refers to a worldview that calls Refers to a worldview that calls for equality of consideration for for equality of consideration for all members of a society (see all members of a society (see slide with diversity concepts)slide with diversity concepts)
Recognizes inalienable rights and Recognizes inalienable rights and adheres to what is fair, honest, adheres to what is fair, honest, and moral.and moral.
What children know What children know about differencesabout differences
Children are aware of differences in color, language, gender, Children are aware of differences in color, language, gender, and physical ability at a very young age. and physical ability at a very young age.
Numerous research studies about the process of identity and Numerous research studies about the process of identity and attitude development conclude that children learn by observing attitude development conclude that children learn by observing the differences and similarities among people and by absorbing the differences and similarities among people and by absorbing the spoken and unspoken messages about those differences.the spoken and unspoken messages about those differences.
The biases and negative stereotypes about various aspects of The biases and negative stereotypes about various aspects of human diversity prevalent in our society undercut all children's human diversity prevalent in our society undercut all children's healthy development and ill-equip them to interact effectively healthy development and ill-equip them to interact effectively with many people in the world. with many people in the world.
Consequently, anti-bias curriculum seeks to nurture the Consequently, anti-bias curriculum seeks to nurture the development of every child's fullest potential by actively development of every child's fullest potential by actively addressing issues of diversity and equity in the classroom. addressing issues of diversity and equity in the classroom.
DiversityDiversity
The dimensions of differences found in The dimensions of differences found in groups of peoplegroups of people
People create inaccurate assumptions People create inaccurate assumptions about a group which leads to:about a group which leads to:– StereotypingStereotyping– PrejudicePrejudice– DiscriminationDiscrimination– Unfair treatmentUnfair treatment– Negative attitudesNegative attitudes
Diversity ConceptsDiversity Concepts
GenderGender Race and EthnicityRace and Ethnicity LanguageLanguage Economic ClassEconomic Class Religion/Spiritual Religion/Spiritual
BeliefsBeliefs FamilyFamily Immigration Immigration
StatusStatus
AgeAge Sexual OrientationSexual Orientation Physical Physical
CharacteristicsCharacteristics Physical AbilitiesPhysical Abilities CultureCulture Body SizeBody Size EducationEducation
Acceptance of Acceptance of DiversityDiversity ““instead of differences being instead of differences being
viewed as negative, they are seen viewed as negative, they are seen as strengths, adding more flavor as strengths, adding more flavor to life, allowing all to contribute in to life, allowing all to contribute in unique ways” (All About ITERS-R, unique ways” (All About ITERS-R, p. 299).p. 299).
What is Needed for What is Needed for Anti-bias ApproachAnti-bias Approach
Belief in the value of human diversity Belief in the value of human diversity and the fair treatment of all people - and the fair treatment of all people - prerequisite for doing anti-bias work.prerequisite for doing anti-bias work.
Motivation to raise awareness of bias Motivation to raise awareness of bias and reduce bias. and reduce bias.
Four Goals of Anti-Bias Four Goals of Anti-Bias ApproachApproach
Goal 1: Nurture the construction of a Goal 1: Nurture the construction of a knowledgeable, confident identity as an knowledgeable, confident identity as an individual and as a member of multiple individual and as a member of multiple cultural groups (such as gender, race, cultural groups (such as gender, race, ethnicity, or class.)ethnicity, or class.) - - Materials in a classroom; black paints on easel, Materials in a classroom; black paints on easel,
dolls of at least 3 racesdolls of at least 3 races– No non-sexist images: go beyond historical or No non-sexist images: go beyond historical or
traditional rolestraditional roles– Staff use some words in different languages to Staff use some words in different languages to
talk about routinestalk about routines– Music from various culturesMusic from various cultures
Goals-continuedGoals-continued Goal 2: Promote comfortable, empathetic Goal 2: Promote comfortable, empathetic
interaction with people from diverse interaction with people from diverse backgrounds. backgrounds. – Classroom Ideas:Classroom Ideas:
Items are seen in the room most of the time.Items are seen in the room most of the time. Going beyond December or February: Discussion of Going beyond December or February: Discussion of
holidays take place all year long and covers many holidays take place all year long and covers many celebrations-not just the dominate culture’s holidays.celebrations-not just the dominate culture’s holidays.
Integration of topics through out the room, Integration of topics through out the room, discussions, and lesson-plansdiscussions, and lesson-plans
Classroom activity: looking at common Classroom activity: looking at common holidays celebrated in elementary school.holidays celebrated in elementary school.
Findings of Classroom Findings of Classroom Activity/Fond childhood Activity/Fond childhood memories and what was memories and what was
importantimportant PartyParty Families join classroom, honoring Families join classroom, honoring
parents or adult caregiversparents or adult caregivers Break routine-laid back school dayBreak routine-laid back school day Promote learning to give and sharePromote learning to give and share Forgiveness, be thankfulForgiveness, be thankful Start of a tradition, cook, prepare Start of a tradition, cook, prepare
home, children includedhome, children included Fun, exciting, crafts, treats cookies, Fun, exciting, crafts, treats cookies,
cupcakes, costumes, gifts, paradescupcakes, costumes, gifts, parades
Four Goals of Anti-bias Four Goals of Anti-bias Approach (continued)Approach (continued)
Goal 3: Foster each child’s ability to Goal 3: Foster each child’s ability to recognize bias and injustice.recognize bias and injustice.
– Children learn it’s okay to say, “That‘ not fair.” Children learn it’s okay to say, “That‘ not fair.” Teachers & classmates open to discussion.Teachers & classmates open to discussion.Puppet shows with persona dollsPuppet shows with persona dolls
Goal 4: Cultivate each child’s ability to stand Goal 4: Cultivate each child’s ability to stand up, individually and with others, against bias up, individually and with others, against bias or injustice or injustice – Children-”Boys can’t play here” or “Girls can’t Children-”Boys can’t play here” or “Girls can’t
play here.” (Other isms – body size, family make-play here.” (Other isms – body size, family make-up, race, age, religion, disabilities, etc.)up, race, age, religion, disabilities, etc.)
Both Philosophy and a Both Philosophy and a CurriculumCurriculum
Components addressed in the curriculumComponents addressed in the curriculum
Problem-solving and Integrated Problem-solving and Integrated ApproachApproach
Basic Ideas & Goals of the CurriculumBasic Ideas & Goals of the Curriculum
1.1. knowledgeable and confident self-identity. knowledgeable and confident self-identity. 2.2. empathetic interactions empathetic interactions 3.3. critical thinking about bias. critical thinking about bias. 4.4. ability to stand upability to stand up
Discovering A LearnerDiscovering A Learner
Phase 1: “I” Phase (child phase)Phase 1: “I” Phase (child phase)– Make the children feel apart of the room. Make the children feel apart of the room.
Things that are about themThings that are about them– Example: New picturesExample: New pictures
Phase 2: Family PhasePhase 2: Family Phase– Introduce children to the other cultures Introduce children to the other cultures
that are in their roomsthat are in their rooms– It introduces them to the other cultures It introduces them to the other cultures
that are in their neighborhoodthat are in their neighborhood
Discovering A Learner Discovering A Learner (continued)(continued)
Phase 3: Community PhasePhase 3: Community Phase– Bring the community that the child Bring the community that the child
lives in into the classroom and lives in into the classroom and familyfamily
Phase 4: A WorldviewPhase 4: A Worldview– Introduce cultures outside of the Introduce cultures outside of the
child’s community – city, statechild’s community – city, state
Material Selection CautionMaterial Selection Caution
Don’t teach token diversityDon’t teach token diversity– More than oneMore than one– Why is it there?Why is it there?– Make the item an important part of the room and not Make the item an important part of the room and not
just an item to admirejust an item to admire
Don’t substitute images and information Don’t substitute images and information about people in other countries for life in about people in other countries for life in the U.S. (see pictures next slide)the U.S. (see pictures next slide)
Don’t show only images of a group from Don’t show only images of a group from the past, even though they may be the past, even though they may be easier to find than contemporary images.easier to find than contemporary images.
Examine and Review: Materials Examine and Review: Materials to Show Racial Diversityto Show Racial Diversity
Pictorial materialPictorial material– Pictures and PhotosPictures and Photos
ToysToys Printed MaterialPrinted Material Visual MaterialVisual Material
– Videos and Computer SoftwareVideos and Computer Software
Examine and Review: Materials Examine and Review: Materials to Show Cultural Diversityto Show Cultural Diversity
Traditions of different groups are representedTraditions of different groups are represented Pictorial materialPictorial material
– Pictures and PhotosPictures and Photos Toys Toys
– Male and Female: Toys, Dolls, and ClothingMale and Female: Toys, Dolls, and Clothing– Disability/Ability: Wheelchair/Glasses and Nontraditional Disability/Ability: Wheelchair/Glasses and Nontraditional
gender roles gender roles – Food selection (real or play)Food selection (real or play)
Printed MaterialPrinted Material– Books showing cultural celebrations Books showing cultural celebrations – Family setting Family setting – FabricsFabrics
Audio-visual MaterialAudio-visual Material– Genre, CultureGenre, Culture
Traditional RepresentationTraditional Representation
Traditional Costumes can cause Traditional Costumes can cause stereotypesstereotypes
Children with disabilities cannot Children with disabilities cannot function wellfunction well
Always showing older people inAlways showing older people in
weaker roles--Miss Tizzyweaker roles--Miss Tizzy
Lessons in PrejudiceLessons in Prejudice
Staff do not ignore any prejudice Staff do not ignore any prejudice observed—Anti-Bias Curriculum observed—Anti-Bias Curriculum
Awareness of possible prejudiceAwareness of possible prejudice– Language differences (ie Farsi)Language differences (ie Farsi)– DisabilityDisability– Racial or ethnicRacial or ethnic
Immediate action: serious Immediate action: serious attention or can become apart of attention or can become apart of lesson planninglesson planning
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