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.
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.
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)
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.
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.
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?
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 Designed to Help Teachers Address Bias with Students. Review one and consider how you might integrate it into your curriculum this year.
Activity: Everyone Has Invisible Bias. This Lesson Shows Students How to Recognize It. | EdSurge News
Activity: Recognizing Bias | NewseumED
Critical Practices for Anti-bias Education - Select one section to read, then review your grade level outcomes and scenarios and consider how you might integrate these practices into your lesson planning process.
Videos
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?
Who, Me? Biased?: Understanding Implicit Bias | PBS LearningMedia
Reflect upon the term anti-bias. What does this term mean in relation to your classroom?
How can you adjust and modify your lessons to be more inclusive?
Reflect upon how you can utilize parents and community members to develop and implement inclusivity into the classroom.
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.
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?
Detecting Bias in the News - Media Literacy: Fake or Real? - Learn at Your Own Pace - Professional Learning - REMC Home
Lesson plan: Decoding media bias | Lesson Plan | PBS NewsHour Extra
Let's Talk- Talk or discourse strategies are being leveraged in most classrooms across the country. Review this resource on how to lead critical conversations, those that engage students in connecting their personal experiences or "real-world" connections to the material they are addressing in class. The introduction goes on to say "If we want our students to be active participants in a diverse democracy, we’ll need to teach them not only to think for themselves but also to talk to one another." This guide is designed to support educators as they develop systems for bringing more equitable dialogue into their classrooms.
Chrystos, (1995) Into the racism workshop.Poetry Foundation. https://www.poetryfoundation.org/poems/146923/into-the-racism-workshop.
Dunn, J., (2021). Learning for Justice.Retrieved on July 21, 2021. https://www.learningforjustice.org/magazine/our-new-name-learning-for-justice
Keys, Alicia, (2014). We gotta Pray. Youtube. Retrieved July, 19, 2021. https://www.youtube.com/watch?v=ReK4t3Pfdpo&t=7s.
Lin, M., Lake, V. E., & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 35(2), 187-200.
Mirriam-Webster, (n.d.). Merrieam-Webster.com dictionary. Retrieved July 21, 2021, from https://www.merriam-webster.com/.
NewseumEd, (n.d.) Recognizing bias. Retrieved July 20, 2021. https://newseumed.org/curated-stack/recognizing-bias.
PBS, (2021). Lesson Plans for decoding media bias. Retrieved July 22, 2021. https://www.pbs.org/newshour/extra/lessons-plans/decoding-media-bias-lesson-plan/
REMC., (n.d.) Detecting bias in the news. REMC Association of Michigan. https://www.remc.org/professionallearning/learn-at-your-own-pace/media-literacy/detecting-bias-in-the-news/.
Rocky Mountain PBS, (2021). Who me? Biased? PBS & WGBH Educational Foundation. Retrieved July 22, 2021. https://rmpbs.pbslearningmedia.org/resource/ilpov18-soc-il-ilbias/who-me-biased-understanding-implicit-bias/
Shafer, l., (2017) How to have an equitable class discussion. Harvard Graduate School of Education. Retrieved July 24, 2021. https://www.gse.harvard.edu/news/uk/17/11/how-have-equitable-class-discussion.
STEM Teaching Tools, (2019). ACESSE Resource C: Making Science Instruction Compelling for All Students: Using Cultural Formative Assessment to Build on Learner Interest and Experience : StemTeachingTools (en-US). http://stemteachingtools.org/pd/sessionc.
Whiting, J., (2019). Everyone has invisible bias. This lesson shows students how to recognize it. EdSurge. Retrieved July 20, 2021. https://www.edsurge.com/news/2019-09-04-everyone-has-invisible-bias-this-lesson-shows-students-how-to-recognize-it