Section 2

In this section, you will be focusing on our ability to respond to biases, inequities, and oppressive ideologies in the immediate term thinking critically about your classroom and instructional practice.

By: CHRYSTOS

Connected Knowledge and Skills

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  • Develop the facilitation skills and content knowledge necessary to intervene effectively when biases or inequities arise in a classroom or school

  • Cultivate in students the ability to analyze bias and inequity in classroom materials, classroom interactions, and school policies

  • Foster conversations with colleagues about equity concerns in their schools.

Connected Terms

“ Definitions anchor us in principles. This is not a light point: If we don’t do the basic work of defining the kind of people we want to be in language that is stable and consistent, we can’t work toward stable, consistent goals.”- How to Be an Antiracist, by Ibram X. Kendi (One World, 2019). Chapter 1, “Definitions.”


  • Anti-bias [an·​ti·​bi·​as ] (adjective) opposing or prohibiting unfair discrimination against people based on race, religion, etc.: preventing or counteracting bias (as in hiring practices)

  • Bias [bi·​as] (noun) an inclination of temperament or outlook especially: a personal and sometimes unreasoned judgment: Prejudice

  • Equity [eq·​ui·​ty] (noun) : justice according to natural law or right specifically: freedom from bias or favoritism

  • Intersectionality [in-ter-sek-shuh-nal-i-tee] (noun) the idea that we all have multiple identity characteristics that make us who we are, and the intersection of these identities come together to create unique forms of privilege and oppression. (Adapted from Teaching Tolerance video “Intersectionality 101”)

  • Privilege [priv-uh-lij] (noun) unearned benefits that someone receives due to their identity (Adapted from “White Privilege and Make Privilege” by Peggy McIntosh)

  • Oppression [uh-presh-uhn] (noun) a system of prejudice, discrimination, policies and ideas that benefits members of one identity group by exploiting, degrading or otherwise causing harm to members of another identity group. (Adapted “Does "Classism" Help Us to Understand Class Oppression?” by Fred L. Pincus and Natalie J. Sololoff)

Source: Learning for Justice

Initial Reading

  1. Teaching Anti-Bias Curriculum in Teacher Education Programs - This article is a springboard for implementing an anti-bias curriculum in teacher preparation programs. Paulo Freire talks about the “practice of freedom” which is “the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 2000, p. 34). Freire proposed that autonomy and responsibility need to replace oppression. The development of cultural consciousness and the knowledge that we have the power to make changes needs to begin early in education. There are powerful practices outlined that can benefit teachers at any stage of their career.

  2. Speak Up at School - This resource is "designed for educators who want to develop the skills to speak up themselves and who want to help their students find the courage to speak up too". This guide is for the adults in the school. It offers advice about how to respond to remarks made by students and by other adults and gives guidance for helping students learn to speak up as well.

  3. Critical Practices for Anti-bias Education - Review this manual developed by Learning for Justice, and consider the five major critical practices. What is one area that you think you do well? What is one area you would like to learn more about?

  4. Article: Creating Science Learning Environments Where Indigenous Students Can Thrive, written by Megan Bang, Nikki McDaid-Morgan, and Alice Tsoodle for the National Science Teaching Association.

Activities

Complete one activity in each of the sections below, as you consider how implicit bias impacts you personally and professionally.


Activities Designed to Help Teachers Address Bias with Students. Review one and consider how you might integrate it into your curriculum this year.

Videos

  1. Watch Reflecting on Anti-bias Education in Action: The Early Years (48 minutes), produced by Debbie LeeKeenan and John Nimmo, features vignettes of anti-bias strategies in early childhood classrooms interspersed with teachers reflecting on their practice. Consider how these practices might look different for your classroom, or for the age group that you teach. What resonated with you about how teachers are engaging in discussion with their students? What are some questions you have after viewing the film?

  2. Who, Me? Biased?: Understanding Implicit Bias | PBS LearningMedia

Reflection and Discussion Questions

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  1. Reflect upon the term anti-bias. What does this term mean in relation to your classroom?

  2. How can you adjust and modify your lessons to be more inclusive?

  3. Reflect upon how you can utilize parents and community members to develop and implement inclusivity into the classroom.

  4. Plan how you will journal your reflections as you move through the year-recording your thoughts, plans, and actions can be invaluable in working toward growth and inclusivity.

  5. Reflect on the knowledge, skills, and actions for this section. Are there additional examples of “Knowledge, Skills, and Actions” that could be added to support or supplement Gorski’s initial list for this ability?

Additional Resources

References

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