Anti-Bias Education: A Critical Analysis

It is crucial for educators to value, understand and incorporate every child’s cultural diversity in the classroom (The Early Years Learning Framework Professional Learning Program, 2011). This means educators needs to deal with any bias beliefs they might/may hold. For example, some children might not participate in the classroom because

In 1923, excavators from the Metropolitan Museum of Art, led by Herbert E. Winlock (Museum Egyptologist), found fragments of statues belonging to the time of Hatshepsut when they began clearing the area in front of the temples of Hatshepsut and Mentuhotep II. As a result further excavations of this area were undertaken by the Metropolitan Museum during the seasons of 1926-27, 1927-28, and 1928-29. These excavations were predominantly carried out in two important locations: a depression southeast of Deir el-Bahri temple (also called the “Hatshepsut Hole”) and a quarry northeast of the temple. [1] The Metropolitan Museum crew started to reassemble these fragments and by 1931 the reconstructions were complete and offered a rather large collection of statues and objects from Hatshepsut’s temple. More statues have survived of Hatshepsut than any other Egyptian Pharaoh. Ironically, this was due to the destruction of these statues a mere twenty years after they were created.

Mike Rognlien - Manage the Learning and Development Team for the Americas out in New York

There are many strategies that I could learn to lessen the negative effects of differences or misunderstandings between students and their parents. According to our textbook Anti-Bias Education for Young Children and Ourselves by Louise Derman-Sparks and Julie Olsen Edwards, you need to have positive relationships with and among families (Derman-Sparks, Edwards, & National Association for the Education of Young Children, 2010, p. 36). The information that I learned from this book will help me develop appropriate strategies that will decrease the volume of misunderstanding that could develop in the classroom.

Nathaniel Hawthorne is noted for his religious connotations in his works. Young Goodman Brown, The Minister's Black Veil and The Birthmark is three exemplary stories. His writing technique uses ambiguity in that the reader is opened to many different ways of interpretation. In respect to religious methodology the main character's of these short stories all encounter some sort of revelation.

As a social worker, I would not have any biases concerning Gilbert as a person. However, once including the family and Gilbert’s other systems I will have to limit some personal perspectives. It will be challenging for me to not assume or consider mama is an unfit parent. I do not always view obesity, especially when the individual is overeating, positively. I value healthy parental relationship between children and parents, which might cause me to want to show some type of hostility towards mama’s inability to support her children. As a social worker, I will have to remember that situation is not that simple and take into account underlying reasons for mama’s disability. On the hand, the lack of support from the community and their negative response to Arnie might cause some discomfort. I would assume that most of the community members are not educated about Arnie’s disability and maybe, I could advocacy for more support and resource to be implemented rather than just displaying distress about the situation.

When young children do express thoughts of race or being bias, it is often dismissed as either bad parenting, child not knowing what they are talking about, or simply bad behavior in children. Research clearly shows that children not only recognize race from a very young age, but also develop racial biases by age’s three to five that do not necessarily resemble the racial attitudes of adults in their lives (Aboud 2008). Three- to five-year-olds in a racially and ethnically diverse day care center used racial categories to identify themselves and others, to include or exclude children from activities, and to negotiate power in their own social/play networks (Van Ausdale & Feagin 2001).

I believe the theory of bias against outgroups best explains the reason behind the majority genocides. For example many genocides were based on ethnic cleansing, which created an out group that was seen as a threat. This created a bias against an outgroup that may be direct or indirect but in the perpetrators mind the genocide of the out groups may be justified. But in my opinion none of these theories correctly explain the cause of genocide and violence. In my opinion religion, power and greed is the real reason behind many of mass atrocities. Some governments will go far as killing entire classes of people who threaten their profit and power to control. Certain biases may influence this, but I believe some people target and kill people just

From a young age children are encouraged to inhibit critical thinking and go beyond expectations, advancing further than the formalities their parents aspire for them. All of so is encouraged until the child exhibits connotations that venture away from the parent or guardians’ standpoints. The parent chooses to blame outside influences (i.e. peers, teachers, etc), as the reason behind these thoughts and scrutinize the child as being corrupted.

History, as taught in American schools, generally displays a bias towards the people that benefitted from the events described. With this bias, the culture and accomplishments of other cultural groups are largely ignored. This is certainly the case when Africa and African Americans are discussed in the classroom. There is a tendency in the classroom to examine European accomplishments while disregarding the successes, culture, and the importance Africa, and many cultures throughout the world, played in the development of the modern world. This tendency is problematic, and it damages the education of many students who are deprived of a diverse education with a global perspective.

Trace how Carthage became almost the equal of Rome. Be sure to show the strength of both and how this conflict led to Rome becoming a naval power. HIST 1421: Greek and Roman Civilization STUDENT WRITTEN ASSIGNMENT UNIT 5   INTRODUCTION In their governmental, political structures and imperial ambitions, Rome and Carthage became in many ways very similar. They were close geographically with only the Midetererian sea, and the island of Sicily separating the two.

Racial prejudice and discrimination can negatively affect children’s self-esteem. In 1954, the Supreme Court of the United States enacted the Brown v. Board of Education to outlaw racial segregation from public schools in order to establish equality among children of different racial and ethnic backgrounds (Zirkel, 2005). However, racial prejudice and discrimination still exist within the educational system where children continue to experience these inequalities (Zirkel, 2005). Clark and Clark (1939) argue that during child development, children become consciously aware of themselves as distinct people by comparing their bodies to the bodies of others. This development of self-awareness includes race consciousness and racial identification. Raising children in an education system that still retains racism can impact how minority children develop their racial identities. It is difficult for children of color to develop their identities within predominantly White institutions (Zirkel, 2005). Racial prejudice and discrimination can lower the self-esteem of children that are being targeted because of their race and skin color.

One of the most stimulating aspects of early education is observing and supporting young children as they develop their individual identities. This development takes place within different social contexts where issues relating to human diversity and difference impact significantly on children’s understandings and ways of being in the world. Arguably, our education begins when we are first able to detect causes and consequences, and continue to form the basis of our identity, behaviours and knowledge of the world around us. Glover (1991) in the early 1990s found that as 2-3 year old children became aware of difference they simultaneously develop positive and negative feelings about the differences they observe. For example, racial awareness impacts on their perceptions of skin colour and on their preferences in the social relationships they initiate and foster with other children. An Australian study conducted by Palmer (1990) exemplifies how preschool children were able to make negative judgements based on racial characteristics of young Aboriginal children. Children were reportedly saying ‘You’re the colour of poo… Did your mum drop you in the poo?’ This observation suggests that children as young as 2 years old are becoming aware of diversity and differences of others, and these judgements children are making are often affecting their ability to make sound judgements of others

Anti-bias education is important for young children because children begin to recognize differences early on in life. (Derman-Sparks) My current understanding of anti-bias education for young children is to teach the children how to accept diversity and respect the differences between each other. I believe an anti-bias education provides the children with the opportunity to gain a sense of self along with feeling reassurance with other differences. As a future educator of young children, I need to be mindful that children create their attitudes and identities through interactions related to different experiences, such as their bodies, cognitive developmental stage, and their social environment. (Derman-Sparks) The variety of biases that exist in the children’s world need to be addressed in order to teach the children how to think critically about fairness; therefore, the children can learn how to oppose the bias. (Derman-Sparks) Likewise, my views about anti-bias education have changed because of the innovative information presented to me. I knew an anti-bias curriculum was essential for young children, but I did not know how important it truly was. My views of an anti-bias education mainly focused on holidays because I knew it would not be appropriate to only celebrate the holidays from one culture or religion. My views about anti-bias education grew because I understand that the overall goals of an anti-bias education are to enable the children to think

43), and inviting the parents to participate gives the educator and families more experienced to becoming familiar with anti-bias education and activities to building a wonderful times “of community [that] affect families for many years” (Derman-Sparks & Edwards, 2010, p. 42).