Anti-bias Education Research Articles

The impacts of culture and diversity considering anti-bias education: preschool teachers’ views and needs

ABSTRACT The contemporary early childhood education environment is characterised by greater diversity among children, necessitating a sensitive approach to addressing these differences. This study aims to examine preschool teachers’ perspectives on the impact of their backgrounds on differences in anti-bias education (ABE) and their needs to adapt to these differences. This qualitative study was a case study, employing a nested single-subject design. The data were obtained via surveys and subjected to content analysis. A total of 54 preschool teachers participated in the study, selected through the convenience sampling method from seven regions of Turkey. The findings indicated that teachers operating within a cultural milieu analogous to their own demonstrated a greater capacity to adapt to both the children and their families. It was more straightforward for them to prepare their educational processes and environment. Furthermore, it was identified that participants require training in ABE for the purposes of personal and professional development. Ultimately, adaptations were made to learning processes and environments in response to differences, particularly in the case of children with disabilities. The findings of this study highlight the significance of cultural and diversity factors on teachers’ personal and professional growth.

“It is okay to be different” – Anti-bias practices of early childhood teachers in Saudi Arabia

Early education helping young children manage prejudiced attitudes towards themselves and others is urgent. Early childhood (EC) teachers in Saudi Arabia are making significant changes by applying an anti-bias approach to deal with such issues with young children. In the study reported on here we used a quantitative approach to explore anti-bias education, including an analysis of approaches to the cultural environment, which includes teaching practices and associated learning resources. Many teachers (n = 142) in the cities of Jeddah and Riyadh in Saudi Arabia contributed to this study by completing a questionnaire. Teachers’ classroom practices, such as role-play, pictures, books, toys, and materials in teaching children the concept of anti-bias, were deeply explored. The results of the study show that the greater the previous experience of teachers in teaching children from a culture different from their own, the greater the application of the concept of anti-bias in creating the classroom environment. There is a need for further studies on the extent to which anti-bias education is being implemented on a larger scale in primary schools in Saudi Arabia.

Antisemitism as an integral part of anti-bias educational policies and practices

PurposeThe purpose of this paper is to show how the impact of White Supremacy and Christian hegemony on the educational system. By highlighting interconnectedness across targeted groups, the authors assert that through coalition building, groups are stronger than they would be working alone. Solidarity gives hope to combating hatred of all kinds. Learning that there is a long history of antisemitism is an important component of fighting bias. With book banning and controversy over teaching critical race theory in schools, it is important that educators reflect on their social justice education.Design/methodology/approachThe authors analyze the definitions and enactment of multicultural, culturally responsive and anti-bias education as well as critical theory. They then investigate how antisemitism is of concern to all identities targeted by White Supremacy and Christian Nationalism (LGBTQIA+, minoritized races, non-Christians, etc.) and the importance of education in fighting hate and influencing policy and practice.FindingsAlthough 2 % of the US population identifies as Jewish, 11% of incidents educators reported were classified as antisemitic. Education is the key to fighting antisemitism and Holocaust denial (Greene et al., 2021; Stanton and Marcus, 2019). The authors make recommendations for addressing antisemitism, including addressing antisemitic incidents, the importance of Holocaust studies, the need for religious literacy, fighting the banning of books and narrowing the school curriculum. The authors ended by reinforcing the need for Jewish people to be included in multicultural, culturally responsive, anti-bias education and the need for “Heb-crit” as a sub-study of critical race theory.Social implicationsAnti-bias education must include antisemitism and show how connected hatred is rather than having groups compare their struggles. The authors explained the diversity among Jewish people to highlight the complexity of an identity group that is often inaccurately oversimplified.Originality/valueThere is a need for scholarship on modern-day antisemitism and internalized antisemitism and reflective narratives as commonly used in Black and Latinx studies (Rubin, 2020). With the rise in Holocaust denial and antisemitic groups (Southern Poverty Law Center, 2024), it is important to advocate and teach about these topics, which are not often discussed in PK-12 or Schools of Education (Muller, 2022).

세계시민교육으로서의 대중음악교육을 위한 변혁적 접근

This study reconsiders and reflects on the issues surrounding contemporary education such as anti-bias education, transformative education from the perspective of global citizenship, and education in the context of Korean popular music learning. The scope of popular music education not only comprises physical sonic elements but also includes complex socio-cultural phenomenon such as modernity and colonialism. However, a tendency to adopt a western art music-centric curriculum based on enlightenment notions persists in Korean popular music education. These factors are becoming a serious obstacle to approach contemporary virtues of music education. This study examines the asymmetric curriculum of the class based on the question of “how popular music in Korea is being reflected and how the meaning of authenticity is being defined.” To this end, this study includes comparative explanations on the reconstructed popular music curricula from different countries and seeks to understand the ethno-semantic aspects of the Korean classroom context. The different meanings of reflection upon a critical perspective are emphasized to approach the core competencies of contemporary popular music education such as global citizenship, critical, anti-bias, and transformative competency.

How Can Early Childhood Education Integrate the Values of Anti-Bias Education into Their Students Daily Activities? A Scoping Review of the Literature

Early childhood children have an extraordinary ability to absorb information and values encountered in everyday life. Therefore, it is important to introduce concepts such as anti-bias education from an early age so that individuals can grow into individuals who are inclusive and sensitive to differences. This study aims to explore how young children can integrate anti-bias education values into everyday life. The research method used is a literature analysis study to collect information about effective strategies in teaching anti-bias education values to young children. The results show that approaches involving the use of stories, games and creative activities can help children to understand complex concepts such as stereotypes, prejudice and discrimination. In addition, a supportive environment at home and at school also plays an important role in strengthening understanding of these values. The implication of this research is the need for a holistic and integrated approach in introducing and integrating anti-bias education values in the daily lives of young children, both through formal and non-formal education. Keywords: Early Children, Anti-Bias Education, Daily Activity

Research on Social and Emotional Learning and Education Equity

Social and Emotional Learning (SEL) entails acquiring and applying fundamental knowledge and skills to comprehend and manage emotions, establish positive goals, demonstrate empathy, nurture relationships, and make responsible decisions. Recent advancements in SEL research propose different SEL approaches, drawing insights from social justice, anti-bias education, cultural responsiveness, and sustaining pedagogies. Varied SEL initiatives aim for impartial learning experiences, contributing to the growth of each student. In China, the commitment to equitable education stands as a crucial national policy. This paper consolidates global research on how SEL addresses educational equity, scrutinizes culturally responsive and transformative SEL to give the definition of equitable SEL, and offers recommendations for introducing equitable SEL in China. Integrating SEL into schools, families, communities, and society can cultivate comprehensive student development, fostering inclusivity and harmony in societal structures. Lastly, this paper advocates for increased scholarly focus on SEL development in China, encouraging more research and practical initiatives.

The Erasure of Blackness and Shortcomings Within the Early Learning and Care Sector in Canada: Recommendations for the Way Forward

This article critically examines the domain of early learning and care (ELC) in Canada, often termed early childhood education or early childhood studies. We delve into the Canadian ELC landscape, focusing on identified gaps in antibias education, especially concerning African/Black families. Drawing from a comprehensive literature review, we highlight disparities faced by African/Black children and families compared to their white and other racialized peers in the Canadian child welfare system. We conclude with six actionable recommendations to bridge these gaps, emphasizing collaboration among all stakeholders.

Preparing democratic early childhood teachers in Don’t Say Gay times: how course readings fall short

ABSTRACT Professional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers’ proleptical identities as practitioners of democratic education. Findings suggest NAEYC’s influential texts on anti-bias education, as well as popular texts in child development, children’s literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed.

Analyzing LGB-based school bullying among senior phase learners in South Africa

Purpose: Despite LGB recognition, recent literature and news reports have evidenced the existence of LGB-based school bullying among school-going adolescents. Through this, learners experience calamities such as anxiety, insecurity, poor academic performance, and even suicide. For this reason, this study investigates the limitations of schools in combating LGB-based school bullying and determines methods to combat LGB-based school bullying.
 Design/Methodology/Approach: This qualitative study was lensed through Social Stigma Theory (SST) and the Anti-bias Education Approach (ABEA), adopting a constructivist paradigm and a case study design. To elicit descriptive data from the participants, in-depth interviews were conducted with 9 purposefully sampled participants, including 4 senior phase teachers (grades 8 & 9), 2 lesbian females, and 3 gay senior phase learners. Researchers utilized Braun and Clarke’s six steps of thematic analysis to make sense of the data.
 Findings: This study revealed a number of barriers that prevent schools from addressing bullying that is based on LGB among students in the senior phase. These include uneducated and unsupportive professors, the lack of recognition of LGB, adherence to religion, vague and nonexistent claims of bullying based on LGB, and the use of the same facilities as students who are heterosexual. This study also revealed that avoiding gender disclosure, creating awareness about gender diversity, providing bathrooms for LGB learners, and following up on LGB- based bullying cases are methods that can be practiced to combat LGB-based school bullying.
 Conclusion: This study concludes by recommending frequent dialogues about LGB among learners and teachers to familiarize themselves with its existence.
 Research Implications: The study identified the need for schools to combat LGB-based school bullying.
 Practical Implications: The study recommends open dialogues on gender diversity, discourages LGB-based bullying, empowers teachers to intervene, and promotes confidence in LGB-based learners.
 Contribution to Literature: This research contributes to the body of knowledge by identifying and addressing the unique challenges associated with LGB-based school bullying.

The Self-Awareness Scale for Anti-Bias Education: A Reliability and Validity Study

As a result of the diversity of preschool education environments day by day, it has become inevitable for teachers to make some sensitive arrangements to meet the needs of children based on their differences. For this reason, it is important to determine the awareness of teachers about anti-bias education.This study aims to investigate the psychometric properties of the scale called The Self-Awareness Scale toward Anti-Bias Education and to assess preschool teachers’ self-awareness towards anti-bias education in Turkey. Before collecting data for first study, items were determined by benefiting from literature and getting opinions of field experts. 270 preschool teachers participated this study to test validity and reliability of the draft scale. Firstly, Exploratory Factor Analysis was applied and the KMO value of .840 and the Bartlett Test of Homogeneity (x2 = 794,814, p = 0.000) were found to be significant. The factor loadings of the items ranged from .75 to .48. The model fit indices were found as acceptable with Confirmatory Factor Analysis. As a result, 11 items were included in the created test scale. It was also decided that the scale would be in a 5-point Likert type. 120 preschool teachers participated to the second study and it was found that preschool teachers’ self-awareness for anti-bias education was high. In addition, their professional experiences have an effect on their awareness. Teachers who have more professional experiences have more positive self-awareness for anti-bias than teachers who have less professional experiences.

An anti-oppressive approach to social work practice with transgender youth and young adults experiencing homelessness

ABSTRACT This article explores professional practices employed in services for transgender youth and young adults experiencing homelessness in Israel from the perspective of the service providers. The study combines individual interviews with focus groups with 28 staff members of three services. Thematic analysis of the interviews yielded two main themes. The first focuses on professional practices utilised in the services on the individual and inter-personal level, including creating a safe space, exploring gender identities, and imparting life skills and the ability to contend with bureaucratic systems. The second theme sheds light on practices on the societal level, including mentoring, guidance, and exercising rights, as well as anti-bias education. The findings highlight the importance the service providers ascribe to work that relates to the ‘outside’ and the ‘inside’ of the services, and to toggling between micro and macro levels. Such movement constitutes the practical implementation of context-informed approaches and anti-oppressive perspectives in work with trans youth and young adults experiencing homelessness, which emphasise the development of resilience and personal agency.

Together in the Struggle

The authors, illustrator, and translator discuss their efforts at creating a bilingual children’s picture book, Alejandria Fights Back! / ¡La Lucha de Alejandria! (The Feminist Press 2021) which deals with community displacement and gentrification, and youth agency. The panelists share the origins of and hopes for the book, which was a community-based partnership project with the Rise-Home Stories Project based in Boston, Massachusetts. The speakers share how elementary and middle schools can use the book for teaching strategies, teacher education, effectively engaging with communities, and developing tools for supporting multilingualism. This presentation was offered by the Educator Collaborative on April 10, 2021. The Educator Collaborative provides K–12 literacy professional development to schools across the United States and around the world. They provide expert support in areas such as writing workshops, reading workshops, balanced literacy, anti-bias education, multilingual pedagogy, digital literacy, and standards integration.

Development and Application of Anti-Bias Education Program using Fairy tale for the Perception of Gender Equality in Elementary School Students

목적 본 연구는 동화를 활용한 반편견 교육프로그램을 개발하고 이를 수업에 적용하여 교육 프로그램이 초등학생의 양성평등 인식 제고에 미치는 영향을 살펴보고자 한다. 방법 반편견 교육은 교육내용의 구성에 있어서 통합적이고 실제적인 접근이 중요하기 때문에 동화를 활용한 반응 중심 학습 모형으로 통합적 프로그램을 고안하였다. 고안된 교육 프로그램은 충북의 A초등학교 2학년을 대상으로 총 5차시의 수업으로 진행되었다. 프로그램의 효과성 검증을 위하여 대응표본 t-test를 실시하였다. 결과 실시 전후 양성평등 인식 점수가 향상되었으며, 통계적으로 유의한 것으로 나타났다(p<.00). 사후 검사에서 남학생과 여학생 모두 유의하게(p<.05) 양성평등 인식이 향상되었으며, 남학생의 경우 사후 검사의 평균 점수가 여학생보다 높았다. 결론 본 연구에서 고안한 교육 프로그램이 아동의 양성평등 인식을 제고하는 교육 프로그램 자료로 활용될 수 있을 것으로 기대한다.

‘Quilting’ a play-based anti-bias curriculum for very young children: the Mosaic Approach

ABSTRACT Anti-bias in early education is gaining importance, especially given the volatile social climate amidst the COVID-19 pandemic. Yet, Singapore preschools lack focus on anti-bias education despite being a multi-ethnic society. Set in the COVID-19 context, this teacher research developed and examined a curriculum to educate young children on anti-bias through play. The Mosaic Approach was adopted as the research methodology. Children's photography and drawing, interviews, child observations, and teacher journals were utilised to collect qualitative data for in-depth analysis. Evidence suggested that (1) supportive anti-bias curriculum and environment reflect authentic representations and active, developmentally appropriate involvement of all children, (2) anti-bias education is promoted through perspective-taking and reasoning in purposefully framed play-based experiences, and (3) anti-bias should permeate all areas of the preschool programme, including the physical classroom, curriculum, and teaching practices through collaborative efforts. This research also saw the Mosaic Approach's usability as an educational tool for anti-bias education. Other interpretations and implications of the results were discussed.

“So, Sue Me:” Medical Professionals Should Support Title VI Civil Rights Law Improvements as Part of their Anti-racism Work

“So, Sue Me:” Medical Professionals Should Support Title VI Civil Rights Law Improvements as Part of their Anti-racism Work

A Study on the Awareness of Preservice Early Childhood Teachers &amp; Preservice Special Education Teachers Toward Disability-related Anti-Bias Education

A Study on the Awareness of Preservice Early Childhood Teachers &amp; Preservice Special Education Teachers Toward Disability-related Anti-Bias Education

Developing and Teaching an Anti-Bias Curriculum in a Public Elementary School: Leadership, K-1 Teachers’, and Young Children’s Experiences

ABSTRACT This article describes the process teachers at a public elementary school completed to develop and implement a developmentally appropriate, race-conscious, anti-bias curriculum in all K-5 classrooms. The study focuses on the experiences of the teachers and children in three early childhood classrooms using a case study design. Data were gathered and analyzed following one-on-one interviews with the principal and teachers, and an observation of an anti-bias lesson in one kindergarten classroom. Themes were identified following this analysis that concurred with existing literature on anti-bias education. The findings suggest the developmental appropriateness of teaching anti-bias topics to young children and the importance of iterative cycles of teacher reflection and learning as they engaged in this process. The findings further suggest that anti-bias education could be implemented at 1st-grade and kindergarten levels at a public school.

Visions of Childhood, Notions of Rurality, and Anti-bias Education: Emerging Educators Strive for Praxis

The work of anti-bias educators is becoming increasingly important across educational landscapes in the United States. While this work is well-documented within K–12 schools, less known are the efforts of educators working on the front lines of the anti-bias educational agenda within out-of-school time (OST) programs. In an effort to explore how this work happens in OST programs, we partnered with Read, a summer literacy program serving children in grades K–8. Through an engaged research framework, we asked what factors mediated their delivery of an anti-bias education in the Read program. Two significant findings emerged. First, White parents and caregivers in rural settings were a significant force shaping curricular decisions. Second, conceptualizations of childhood influenced teaching and learning. We offer implications for practice and research and conclude by discussing future directions of anti-bias education in these sites of teaching and learning.

A Study on the Anti-bias Education of Elementary Social Studies through Value Analysis

편견은 자신의 기반 지식이나 사고 체계를 바탕으로 어떠한 대상에 대한 가치판단을 통해 형성된다. 잘못된 가치판단에서 야기되는 부정적 편견은 심각한 경우 차별로 이어져 사회 문제를 발생시킨다는 점에서 이러한 편견을 갖게 되는 가치판단 과정에 대한 충분한 검토가 이루어질 필요가 있다. 본 연구에서는 사회과에서의 반편견교육의 중요성에 대해 주목하고 학생 스스로 가치문제에 대해 성찰하고 합리적인 가치 결정 과정에 직접 참여함으로써 가치문제를 해결하고 바람직한 가치를 내면화 할 수 있는 가치분석 모형을 재구성하여 제안하였다. 재구성된 가치분석 모형은 가치문제를 명확하게 인식하고 해결의 필요성을 느끼게 하는 가치문제 파악 단계, 가치문제와 관련된 사실을 수집하여 가치판단을 위한 사실전제 확인 단계, 가치문제와 관련된 사실적 근거와 가치원리를 살펴보고 가치판단의 근거를 마련하는 가치판단 검토 단계, 학습자가 자신이 내린 가치판단 속에 내재되어 있는 가치원리를 받아들일 수 있는지를 결정하는 가치원리 수용 여부 판단 단계, 가치문제의 전반을 확인하고 나와 다른 가치를 인정하고 존중하며 가치판단을 행동으로 실천하는 가치에 대한 내면화 및 행동화 단계로 구성된다. 본 연구에서는 재구성된 가치분석 모형을 초등학교 사회과 4학년 2학기 ‘다양한 문화에 대한 이해와 존중’에 적용한 사례를 제시함으로써 가치분석을 통한 사회과 반편견교육의 이론적 탐색을 실질적 적용으로 논의를 확장시키고자 한다.Prejudice is formed through the value judgment of an object based on one s knowledge or thinking system. Considering that negative prejudice based on false value judgment leads to harmful discrimination and problems in society, it needs to examine the value judgment process that leads to such prejudice. This study, focuses on the importance of anti-bias education in social studies and proposes a re-organized value analysis model to allow students to self-reflect on value problems and to participate in the process of rational value determination, thereby promoting student’s participation in value problem solving and internalizing desirable values. The first step of the value analysis model is to recognize the value problem and identify the value problem that should be resolved. In the second step, facts related to the value problem are collected and are verified for value judgment. The third step examines the factual basis and value principles related to the value problem, and reviews the value judgment to prepare the basis for the value judgment. The fourth step is to evaluate whether or not to accept the value principle, which determines whether the learner can accept the value principle within the value judgment made by the learner. The final step consists of internalizing and acting on values, such as recognizing and respecting different values of others. This study extends the discussion on the theoretical search and practical application of anti-bias education through a value analysis model.

Understanding Race and Racism Among Immigrant Children: Insights into Anti-bias Education for All Students

This study examines relationship dynamics between young immigrant children in an afterschool program, and the ways in which these children become involved in racial discrimination and exclusion whereby one group perceives itself as majority. In order to explore and understand these children’s narratives and behaviors in an in-depth and comprehensive way, this study utilizes a qualitative case study approach. Employing a sociocultural theoretical lens as an analytic tool, this study provides insight into how young immigrant children whose first languages are other than English are aware of linguistic and cultural differences among their peers in the afterschool context, and how they develop their social attitudes toward these differences, include or exclude children, and negotiate power in their relationships. The findings extend the discourse of racism beyond the Black–White framework, increase awareness and understanding of how racial discrimination plays out between young immigrant children, and highlight the need for anti-bias education for all students.