ANTIBIAS EDUCATION Presented by Meghan L Gowin ECE

ANTI-BIAS EDUCATION Presented by Meghan L. Gowin ECE 659 Summer I 2017

“Where Are You From? ” https: //www. youtube. com/watch? v=cr. Av 5 ttax 2 I

Stereotypes Let’s analyze what we just watched. Take 2 minutes to discuss the stereotypes presented in this video and how pervasive certain biases are within society. Follow this link to post your thoughts! https: //pollev. com/meghangowin 848

What is Anti-Bias Education? Definition of anti-bias education “…an active/activist approach to challenging prejudice, stereotyping, bias, and the ‘isms. ’ In a society in which institutional structures create and maintain sexism, racism, and handicappism, it is not sufficient to be non-biased (and also highly unlikely), nor is it sufficient to be an observer. It is necessary for each individual to actively intervene, to challenge and counter the personal and institutional behaviors that perpetuate oppression” (Derman. Sparks, 1989, p. 3).

Historical Research Banks, J. (1997). Multicultural education: Issues and perspectives. Boston: Allyn & Bacon. Corson, P. (2000). Laying the foundation for literacy: An anti-bias approach. Childhood Education, 76(6), 385 -389. Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children. Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum. Gay, G. , & Howard, T. (2000). Multicultural teacher education for the 21 st century. The Teacher Education, 36, 1 -16. Kiloran, I. , Panaroni, M. , Rivers, S. , Razack, Y. , Vetter, D. , & Tymon, D. (2004). Rethink, revise, react: Using anti-bias curriculum to move beyond the usual. Childhood Education, 80(3), 149 -156.

Why Should We Implement Anti. Bias Education? Identity Web Black Creole Student Queer Megha n Educato r Female Mother Wife

Implicit Bias Project Implicit is a non-profit organization and international collaboration between researchers who are interested in implicit social cognition - thoughts and feelings outside of conscious awareness and control. The goal of the organization is to educate the public about hidden biases and to provide a “virtual laboratory” for collecting data on the internet. Project Implicit was founded in 1998 by three scientists – Tony Greenwald (University of Washington), Mahzarin Banaji (Harvard University), and Brian Nosek (University of Virginia). You were asked to complete the Race Implicit Association Test from Harvard University before class today. We are going to take some time to discuss our results and reflect on the following questions: Did your implicit and explicit stereotypes match or your implicit and explicit prejudices match? If not, how did it make you feel? Surprised, guilty, defensive, skeptical, depressed? Why? What consequences do you think the mismatch might have? What do you think the sources of implicit biases are for you and how can they be altered?

Contemporary Research Boutte, G. S. , Lopez-Robertson, J. , & Powers-Costello, E. (2011). Moving beyond colorblindness in early childhood classrooms. Early Childhood Education Journal, 39, 335 -342. Derman-Sparks, L. , & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC. Derman-Sparks, L. , & Ramsey, P. (2011). What if all the kids are white: Antibias/multicultural education with young children and families (2 nd ed. ). New York, NY: Teachers College Press. Derman-Sparks, L. , Lee. Keenan, D. , & Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. New York, NY: Teachers College. Derman-Sparks, L. , Nimmo, J. , & Lee. Keenan, D. (2015). Leadership Matters: Creating Anti-Bias Change in Early Childhood Programs. Exchange, 226, 8 -11. Derman-Sparks, L. , Lee. Keenan, D. , & Nimmo, J. (2015). Building anti-bias early childhood programs: The role of the leader. Young Children, (2), 42 -45. Kuh, L. P. , Lee. Keenan, D. , Given, H. , & Beneke, M. R. (2016). Moving beyond anti-bias activities: Supporting the development of anti-bias practices. Young Children, 71(1), 5865. Lin, M. , Lake. , V. E. , Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 187 -200. Summer, M. (2014). “You are a racist”: An early childhood educator’s racialized awakening. The Social Studies, 105, 193 -200.

How can educators implement antibias education with children and adults? Consider the following questions: What are the significant contextual What fears or factors your Who are concerns do What need to Who are the some Who are the What barriers you have resources do consider in allies you potential gatekeepers do you see to about shifting you have for your center have already allies you in the your diversity your program your diversity (school) and identified? could reach community? work? to an antiwork? local out to next? bias community approach? with regard to diversity work? What are three most important long-term goals you have for diversity work at your center/school ?

How can educators implement antibias education with adults? Create a climate for taking risks. • Set ground rules • Model risk taking • Educators support each other Get to know one another. • Cultural-identity narratives • Identity webs

Diversity Education Continuum Differences Denial Tourist curriculum • Curriculum and teaching ignore and avoid diversity. • Differences are emphasized and often exaggerated. Non-bias Anti-bias • Authentic classroom environment that acknowledges similarities and differences. • Activist approach that respects child’s and family’s background while directly addressing the impact of social bias and discrimination. Derman-Sparks, L. , Lee. Keenan, D. , & Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. New York, NY: Teachers College.

Exit Ticket Please take a moment to answer the following question on the provided index card: How can you implement anti-bias education into your current educational setting?