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Anti-Bias Curriculum

Anti-Bias Curriculum. Originally Created by Louise Derman-Sparks and the A.B.C. Task Force (1989) Additional information infused by Pam Guerra-Schmidt Revised Feb. 22, 2012. Origin of Anti-Bias Approach. Multiculturalism

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Anti-Bias Curriculum

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  1. Anti-Bias Curriculum • Originally Created by Louise Derman-Sparks and the A.B.C. Task Force (1989) • Additional information infused by Pam Guerra-Schmidt Revised Feb. 22, 2012

  2. Origin of Anti-Bias Approach • Multiculturalism • Learn basic facts about different cultures Not infused through year but on specific days-tourist approach • Born from multicultural movement; some felt not enough to address social problems in education • Wanted to explore the whys: • Why only some cultures represented (sometimes mostly focused on art, dress, food and not origin, so knowledge may be more superficial) • Why people of certain ethnicities and classes may have greater challenges in the area of social advantages (homes, cars, etc.), higher education

  3. Origin/Anti-Bias Approach • Credit – works of Louise Derman-Sparks & ABC Task Force, Washington DC: National Association for the Education of Young Children • Focus – social and cultural context in which children grow and learn • Work-provides a foundation: • Understanding how children acquire bias • Offers teachers strategies for countering this developing bias

  4. Equity • Describes the goal of a movement to ensure a fair share of resources • The goal of cultural-equity organizing is to redress and correct historic imbalances

  5. Social Justice • Refers to a worldview that calls for equality of consideration for all members of a society (see slide with diversity concepts) • Recognizes inalienable rights and adheres to what is fair, honest, and moral.

  6. What children know about differences • Children are aware of differences in color, language, gender, and physical ability at a very young age. • Numerous research studies about the process of identity and attitude development conclude that children learn by observing the differences and similarities among people and by absorbing the spoken and unspoken messages about those differences. • The biases and negative stereotypes about various aspects of human diversity prevalent in our society undercut all children's healthy development and ill-equip them to interact effectively with many people in the world. • Consequently, anti-bias curriculum seeks to nurture the development of every child's fullest potential by actively addressing issues of diversity and equity in the classroom.

  7. Diversity • The dimensions of differences found in groups of people • People create inaccurate assumptions about a group which leads to: • Stereotyping • Prejudice • Discrimination • Unfair treatment • Negative attitudes

  8. Gender Race and Ethnicity Language Economic Class Religion/Spiritual Beliefs Family Immigration Status Age Sexual Orientation Physical Characteristics Physical Abilities Culture Body Size Education Diversity Concepts

  9. Acceptance of Diversity • “instead of differences being viewed as negative, they are seen as strengths, adding more flavor to life, allowing all to contribute in unique ways” (All About ITERS-R, p. 299).

  10. What is Needed for Anti-bias Approach • Belief in the value of human diversity and the fair treatment of all people - prerequisite for doing anti-bias work. • Motivation to raise awareness of bias and reduce bias.

  11. Four Goals of Anti-Bias Approach • Goal 1: Nurture the construction of a knowledgeable, confident identity as an individual and as a member of multiple cultural groups (such as gender, race, ethnicity, or class.) - Materials in a classroom; black paints on easel, dolls of at least 3 races • No non-sexist images: go beyond historical or traditional roles • Staff use some words in different languages to talk about routines • Music from various cultures

  12. Goals-continued • Goal 2: Promote comfortable, empathetic interaction with people from diverse backgrounds. • Classroom Ideas: • Items are seen in the room most of the time. • Going beyond December or February: Discussion of holidays take place all year long and covers many celebrations-not just the dominate culture’s holidays. • Integration of topics through out the room, discussions, and lesson-plans • Classroom activity: looking at common holidays celebrated in elementary school.

  13. Findings of Classroom Activity/Fond childhood memories and what was important • Party • Families join classroom, honoring parents or adult caregivers • Break routine-laid back school day • Promote learning to give and share • Forgiveness, be thankful • Start of a tradition, cook, prepare home, children included • Fun, exciting, crafts, treats cookies, cupcakes, costumes, gifts, parades

  14. Four Goals of Anti-bias Approach (continued) • Goal 3: Foster each child’s ability to recognize bias and injustice. • Children learn it’s okay to say, “That‘ not fair.” Teachers & classmates open to discussion.Puppet shows with persona dolls • Goal 4: Cultivate each child’s ability to stand up, individually and with others, against bias or injustice • Children-”Boys can’t play here” or “Girls can’t play here.” (Other isms – body size, family make-up, race, age, religion, disabilities, etc.)

  15. Both Philosophy and a Curriculum • Components addressed in the curriculum • Problem-solving and Integrated Approach • Basic Ideas & Goals of the Curriculum • knowledgeable and confident self-identity. • empathetic interactions • critical thinking about bias. • ability to stand up

  16. Discovering A Learner • Phase 1: “I” Phase (child phase) • Make the children feel apart of the room. Things that are about them • Example: New pictures • Phase 2: Family Phase • Introduce children to the other cultures that are in their rooms • It introduces them to the other cultures that are in their neighborhood

  17. Discovering A Learner (continued) • Phase 3: Community Phase • Bring the community that the child lives in into the classroom and family • Phase 4: A Worldview • Introduce cultures outside of the child’s community – city, state

  18. Material Selection Caution • Don’t teach token diversity • More than one • Why is it there? • Make the item an important part of the room and not just an item to admire • Don’t substitute images and information about people in other countries for life in the U.S. (see pictures next slide) • Don’t show only images of a group from the past, even though they may be easier to find than contemporary images.

  19. Examine and Review: Materials to Show Racial Diversity • Pictorial material • Pictures and Photos • Toys • Printed Material • Visual Material • Videos and Computer Software

  20. Examine and Review: Materials to Show Cultural Diversity • Traditions of different groups are represented • Pictorial material • Pictures and Photos • Toys • Male and Female: Toys, Dolls, and Clothing • Disability/Ability: Wheelchair/Glasses and Nontraditional gender roles • Food selection (real or play) • Printed Material • Books showing cultural celebrations • Family setting • Fabrics • Audio-visual Material • Genre, Culture

  21. Traditional Representation • Traditional Costumes can cause stereotypes • Children with disabilities cannot function well • Always showing older people in weaker roles--Miss Tizzy

  22. Lessons in Prejudice • Staff do not ignore any prejudice observed—Anti-Bias Curriculum • Awareness of possible prejudice • Language differences (ie Farsi) • Disability • Racial or ethnic • Immediate action: serious attention or can become apart of lesson planning

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