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

2. Origin of Anti-Bias Approach Multiculturalism 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 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 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 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 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 Focus – social and cultural context in which children grow and learn Work-provides a foundation: 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 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 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) 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. 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. 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. 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. 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. 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 The dimensions of differences found in groups of people People create inaccurate assumptions about a group which leads to: People create inaccurate assumptions about a group which leads to: –Stereotyping –Prejudice –Discrimination –Unfair treatment –Negative attitudes

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

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). “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. 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. 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, 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 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. Goal 2: Promote comfortable, empathetic interaction with people from diverse backgrounds. –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 holidays take place all year long and covers many celebrations-not just the dominate culture’s holidays. 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 Integration of topics through out the room, discussions, and lesson-plans Classroom activity: looking at common holidays celebrated in elementary school. Classroom activity: looking at common holidays celebrated in elementary school.

13. Findings of Classroom Activity/Fond childhood memories and what was important Party Party Families join classroom, honoring parents or adult caregivers Families join classroom, honoring parents or adult caregivers Break routine-laid back school day Break routine-laid back school day Promote learning to give and share Promote learning to give and share Forgiveness, be thankful Forgiveness, be thankful Start of a tradition, cook, prepare home, children included Start of a tradition, cook, prepare home, children included Fun, exciting, crafts, treats cookies, cupcakes, costumes, gifts, parades 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. 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 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 Components addressed in the curriculum Problem-solving and Integrated Approach Problem-solving and Integrated Approach Basic Ideas & Goals of the Curriculum Basic Ideas & Goals of the Curriculum 1. knowledgeable and confident self-identity. 2. empathetic interactions 3. critical thinking about bias. 4. ability to stand up

16. Discovering A Learner Phase 1: “I” Phase (child phase) 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 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 Phase 3: Community Phase –Bring the community that the child lives in into the classroom and family Phase 4: A Worldview Phase 4: A Worldview –Introduce cultures outside of the child’s community – city, state

18. Material Selection Caution Don’t teach token diversity 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 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. Don’t show only images of a group from the past, even though they may be easier to find than contemporary images.

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

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

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

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