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 enough Born from multicultural movement; some felt not enough to address social problems in educationto 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 superficial)art, dress, food and not origin, so knowledge may be more 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.), higher challenges in the area of social advantages (homes, cars, etc.), higher educationeducation

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 StatusImmigration Status

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 ApproachProblem-solving and Integrated Approach

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 easier the past, even though they may be easier to find than contemporary images.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 attention Immediate action: serious attention or can become apart of lesson or can become apart of lesson planningplanning