Anti Bias Education

Pedagogical approaches that aim to counteract discrimination and injustice have been identified as potential ways to reduce pervasive and persistent inequities in education outcomes, which emerge as early as preschool. Despite this potential, however, empirical research is limited and suggests a disconnect between recommended practices for counteracting bias in early childhood education and the implementation of such approaches in every- day classrooms. The goal of the present study was to examine the extent to which early childhood education centers identified as having an intentional focus on race, culture, and bias actually implemented practices aligned with this approach across five domains of practice: Visual/Esthetic Environment, Toys and Materials, Activities, Interactions, and Organizational Climate. We conducted classroom observations and focus groups with educators and administrators in five early childhood education centers. Practices within the five domains were interpreted on a continuum from laissez-faire to anti- discrimination. Results demonstrated that educators did not consistently engage in practices consistent with an anti-discrimination approach when addressing issues of race and culture. This study provides important insights regarding explicitly addressing race/ethnicity, culture, and bias in early child- hood education in a comprehensive and proactive manner, with implications for educator training.

Students of color comprise a majority of the enrollment in public Montessori schools around the United States, and practitioners are often asked for evidence of the Montessori Method's benefits for these students. This article examines the relevant literature around the experience of students of color in public Montessori schools. Research finds Montessori offers both opportunities and some limitations for students of color in levels of school diversity, development of executive functions, academic achievement, access to early childhood education, cultural responsiveness, racially disproportionate discipline, and special education. Public Montessori's efficacy with students of color may be limited by the diversity of the teaching staff and culturally responsive teacher education, maintaining racially diverse enrollments, and communicating Montessori's benefits to families with alternative views of education. The review concludes with directions for future research.

Bu araştırmada, Hayat Bilgisi 3. sınıf farklılıklara saygı kazanımları
kullanılarak hazırlanan Farklılıklara Saygı Eğitim Programı'nın öğrencilerin
farklılıklara saygı tutumları düzeylerine etkisi incelenmiştir. Araştırma İstanbul İli
Bağcılar İlçesinde yer alan Abdurrahman Nermin BİLİMLİ İlkokulu'nda deney
grubu için seçilen 39, kontrol grubu için seçilen 40 olmak üzere toplamda 79 üçüncü
sınıf öğrencileriyle yapılmıştır. Araştırmada ön test- son test gruplu yarı deneysel
yöntem kullanılmıştır. FSEP (Farklılıklara Saygı Eğitim Programı) uygulaması
öncesi ve sonrasında öğrencilerin farklılıklara saygı tutumlarının düzeylerini
belirlemek amacıyla Ekmişoğlu (2007) tarafından geliştirilen "Farklılıklara Saygı
Tutum Ölçeği" kullanılmıştır. 2013-2014 eğitim- öğretim yılı bahar yarıyılında
araştırmacının öğretmen olarak görev yaptığı okulda araştırmacının kendisi
tarafından deney grubuna 14 hafta boyunca haftada iki ders saati olmak üzere
Farklılıklara Saygı Eğitimi Programı (FSEP) uygulanmıştır. Kontrol grubuna 14
hafta süresinde herhangi bir işlem yapılmamıştır. FSEP uygulandıktan sonra
FSEP'nin deney grubuna etkisini ölçmek ve iki grup arasındaki farklı belirlemek için
ön testte uygulanan farklılıklara saygı ölçeği tekrar uygulanmıştır. Araştırma
bulguları, FSEP'nin uygulandığı deney grubunun farklılıklara saygı düzeyini kontrol
grubuna göre daha fazla arttırdığı görülmüştür. FSEP alan deney grubu ve FSEP
almayan kontrol grubunun farklılıklara saygı eğitiminin aile sosyal yapı, cinsiyet,
engel, farklı kültürel geçmiş boyutları da ayrı ayrı incelenmiştir. FSEP alan deney
grubu her boyutta, ön testteki aldığı puandan ve kontrol grubundan daha yüksek
puanlar almıştır. Sonuçlara bakıldığı üzere FSEP'nin öğrencilerin farklılıklara saygı
tutum düzeyini geliştirmedeki olumlu etkisi aşikardır.


In the present study is the impact of of Respect of Diversities Educational
Program prepared by using the 3th grade Knowledge of Life respect of diversities
objectives on the student’s respect of diversities level is assessed. The research was
conducted on a total of 79 3th grade students including 39 students experimental
group and 40 students control group in Abdurrahman Nermin BİLİMLİ Primary
School Province of Bağcılar, İstanbul. In the study pre-test post-test group quasiexperimental
method was used. “Respect of Diversities Attitude Scale” developed by
Ekmişoğlu (2007) was used to assess the level of student respect of diversity
attitudes before and after the RDEP implementation. Respect Of Diversities
Educational Program was implemented on the experimental group two lessons a
week for 14 weeks by the researcher himself in the school the researcher works in
2013-2014 Educational Year Spring Semester. After the implementation of Respect
of Diversities Educational Program, the respect of diversities scale used as pre-test
was applied again to evaluate the impact of program on experimental group and to
assess the difference between two groups. Results of this study shows that the
experimental group which taken the Respect of Diversities Educational Program
increased the level of respect of diversities more than the control group. The impact
of respect of diversities program on family, social structure, gender, disability and
diverse background dimensions of program to experimental group and to control
group individually. Program taken experimental group got higher points in all areas
than both the pre-test and the control group. As seen from the results the positive
impact of the respect of diversities educational program on improving the level of
student respect of diversity attitudes is obvious.

This six-week qualitative action research self-study investigated how critically reflecting upon personal heritage while engaging with decolonial, antiracist perspectives would affect perception and attitudes towards Montessori materials, pedagogical philosophy and methodology. With critical pedagogy as a theoretical framework, the researcher surveyed decolonial scholarship for recommendations. She followed a program revealed by the literature. She took two tests at the beginning and end of the study to establish a baseline of bias. For the first two weeks of the study, she engaged with Indigenous peoples' cultural production. She studied ancestral trauma for the following two weeks. To provoke equal understanding and connectedness to her own ancestry, she also engaged with media concerning her own lineage for two weeks. In accordance with critical pedagogy, these engagements were followed by critical reflections, leading to a more aware state that actively resists colonial (and other) oppressions. During the last two weeks of the study she also read about the struggles of and connected with people in the Palestinian territories towards an engaged praxis of solidarity. While the metrics of spiritual preparedness and critical consciousness remained evasive, the researcher observed deepening understanding throughout the study coding and analyzing journal reflections for themes. Recommendations following the study include: a dialogue-centered approach to Montessori teacher trainings, supplementation that includes decolonial knowledges, critical pedagogy, anti-racism, and trauma informed care. Research is needed to ascertain the effects of decolonial preparation upon guides and environments towards critical consciousness development in Montessori children. Indigenous erasure in classic Montessori materials need be addressed.

As the demographics of the United States continue to shift, American classrooms reflect the richness of cultural diversity and the vibrancy of immigrant populations. Education abroad programs provide opportunities for preservice teachers to develop their cultural competence, required for effectively teaching children from a range of cultural backgrounds. Given the financial demands of study abroad programs, researchers have also examined domestic cultural immersion experiences. There is a lack of research that compares education abroad with domestic cultural immersion. This study contributes to the literature by comparing preservice teachers' responses to two cultural immersion experiences that are closely aligned both in content and in pedagogy, one in Israel and the other in a domestic setting.

This story begins with the assumption that I, the White female
researcher, would elicit ‘better’ data from White participants. I told
my Black female professor, ‘I’m gonna use this White face!’ This became
a metaphor to describe my entry into the site and the various interactions that took place there. I conclude that the way that my racial
identity and that of the participants played into the study was incredibly complicated, multi-faceted, and not entirely predictable. The significance of my experience is not just about‘race’-matching in research,
or racial identity, but also about how researchers theorise about ‘race’
and the level of ‘race’-consciousness of the participants, as well as the
methods they choose to do this work. This experience can inform other
novice White researchers as they traverse the murky waters of simultaneously learning to do research and developing in ‘race’ cognisance.

This qualitative case study investigated how an early childhood teacher and young children in a public White-predominant kindergarten classroom engaged in critical discussions of anti-bias issues including racism, White privilege, gender stereotypes,
gender nonconformity, sexism, and homophobia. Through the use of interactive read-alouds using anti-bias picture books, the study’s findings revealed that (a) the children could participate in thoughtful interactions during anti-bias read-aloud sessions and showed their complex understanding of race and gender issues; (b) the children needed substantial support to engage in activism against social injustices; (c) the children displayed a variety of responses to the discussion questions and activities related to gender-themed picture books as most children had difficulties resisting gender binary conceptions and stereotypes while some children, especially boys, were strongly empowered to embrace gender-nonconforming practices; and finally (d) some children internalized and enacted anti-immigrant, anti-Blackness, and racial/gender discriminatory actions to which the early childhood teacher often failed to either disrupt or intervene.

This paper addresses practical applications for current issue with our nation and young children. The author grapples with strategies and activities that are meaningful to young children and respectful of their families. Connections to literature from decades ago to this year affirm the need for more than a tourist curriculum, beyond the holidays and heroes approach.
Meaningful connections to approach diversity through similarities and the shared collective reality children experience with one another in a place called school.

The purpose of this lecture is to consider some of the ways in which educational researchers and policy makers have identified, examined, and sought to address the goals and challenges of preK-12 public education in the United States. This course is divided into three sections. The first section considers the goals and the range of what is possible in public education and surveys some central aspects of the landscape: accountability, desegregation and school diversity and rural schools. The second section examines a key debate on school choice and the impact of charter schools, at a time when both the NAACP and Black Lives Matter have called for a moratorium on charter expansion. The third section examines who becomes teachers and how they are trained, focusing in particular on the debate around Teach for America and alternative certification programs. The course is designed to encourage a wide range of viewpoints on these topics, and the course readings come from a variety of disciplines including political science, public policy, sociology, anthropology, education and media reports.

In this chapter we bring together metaphors, poetry, philosophy, photographic artwork and cyborg-activism to introduce an argument that is emergent but refuses to produce a single claim for a way forward for anti-bias approaches in early childhood practice, research and activism. The stories, metaphors and poetry come from multiple spacetimematterings (Barad, 2007) and what they have in common is their performativity: their potential to reorient what we thought we knew in order to make space for the not-and-not-yet known. Our aim is to open up ways to think, feel and do anti-bias in ways that invite curiosity and experimentation and that might move us to uncharted waters.

The paper aims to provide a discussion about ambiguities that critical teachers with egalitarian ideals are confronted with in late modern education, when they try to oppose or deconstruct exclusionary ideologies like nationalism, racism, hetero-sexism, (neo-)conservativism […]. They might unintentionally aggravate exclusionary realities of class differences. In Germany teachers belonging to the (institutionally educated) middle class are significantly over represented. While emancipation appears to be a value as such for them, the intersectionality of different discriminating structures is seldom reflected with regard to own privileges. Using Bourdieu's concept of capital and Keupp’s identity research I will argue that identity can be understood as a particular species of capital and thereby serves to illustrate the dangers of unreflected class differences and privileges. It will be outlined that a lack of resources can result in narrower possibilities for the construction of identities and that unreflected attempts to deconstruct identity resources (e.g. nationalism) by teachers might have detrimental effects on students from lower class background. What consequences does this have on critical education and what possibilities do critical educators have?

This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project's relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers' voices to the prevailing discussion, which, to date, is dominated by the Project administrators' perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.

This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.

Les cadres anti-biais sont utilisés par les éducateurs pour conscientiser les apprenants aux différences individuelles et culturelles. Ils sont particulièrement utiles dans le cadre des cours d'anglais langue étrangère pour aider les étudiants à développer leurs identités locales et internationales, pour communiquer, et pour guider les apprenants à aborder et à éliminer les préjugés. Cet article propose des suggestions pour inclure des activités anti-biais dans les cours d'anglais langue étrangère des écoles primaires, afin de faciliter l'émergence de véritables citoyens du monde.

Anti-Bias Frameworks (ABFs) are used by educators to develop learners’ appreciation of human differences and cultures. They are of particular relevance in English as a Foreign Language (EFL) settings to help students develop local and international identities, to communicate with others, and to guide learners to address and eliminate prejudices. This article offers suggestions for including anti-bias activities in primary school EFL classes to facilitate the emergence of true global citizens.

Jatorria, generoa, desgaitasuna, ikasketa-maila eta adina, besteak beste, pertsonak diskriminatzeko arrazoi izaten dira. Eta diskriminazio horren oinarrian aurreiritzi pertsonalak zein instituzionalak daude.

Anti-Bias ikuspegiaren helburua da (bias, ingelesez, aurreiritzi edo aldebakartasun) pertzepzio eta aurreiritzi unilateraletan oinarria duten bereizkeriekiko kontzientzia piztea, eta horiek guztiak orekatzea.

Liburu honen asmoa da, batez ere, gizarte-lanean eta pedagogian dihardutenei gogoa piztea eguneroko pentsamoldeei eta jardunbideei buruz hausnarketa kritikoa egin dezaten. Halaber, ikuspegiaren aukerak zein mugak aztertuko ditugu jardunbide-esparru ezberdinak oinarri hartuta eta, era berean, hainbat proposamen egingo ditugu norbere jarduera- eta eragin-esparruetarako.​

Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benef...

ABSTRACT This story begins with the assumption that I, the White female researcher, would elicit ‘better’ data from White participants. I told my Black female professor, ‘I’m gonna use this White face!’ This became a metaphor to describe my entry into the site and the various interactions that took place there. I conclude that the way that my racial identity and that of the participants played into the study was incredibly complicated, multi-faceted, and not entirely predictable. The significance of my experience is not just about ‘race’-matching in research, or racial identity, but also about how researchers theorise about ‘race’ and the level of ‘race’-consciousness of the participants, as well as the methods they choose to do this work. This experience can inform other novice White researchers as they traverse the murky waters of simultaneously learning to do research and developing in ‘race’ cognisance.

This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.