Antibias curriculum chapter 812

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Antibias curriculum chapter 8-12
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Today

• Present/Discuss anti-bias research papers-
• chapters 8-12
• Turn in 4 pages summary notes (1 page per
  chapter- important points)
• Discussions
• Other

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Chapter 8 Learning to resist stereotyping
discriminatory behavior

• Children sometimes react to cultural differences
  with discomfort and hurtful behaviors.
• Need to intervene so that pre-prejudice is not
  allowed to ripen into prejudice.
• See example on page 69
• Why was the teachers response not enough?
• What would you do differently?
• teaching politeness is not enough. Children need
  help understanding why they are uncomfortable.
• Read the stories on page 69-70
• What did the teachers do right?

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Dealing with discriminatory exclusion

• Give examples based on reading or what you have
  observed in your school

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Guidelines for dealing with Discriminatory
behaviors

• Set limits
• Intervene immediately- children forget what they
  did wrong.
• Comfort-support the target of discriminatory
  behavior
• Determine the real reason for the conflict
• If you believe prejudice underlie the exclusion-
  offer the excluded child further support take
  further action with the child who continuously
  exclude others.

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Dealing with discrimination

• Look at page 72- 73
• What are other examples of activities you can do
  ?
• While dealing with discrimination
• 1. Do not ignore
• 2. Do not excuse
• 3. Do not be immobilized by fear making mistakes
  is far less serious than not acting at all. p.
  73

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Stereotypes

• Where do children learn about stereotypes?
• Most adults are so accustomed to stereotypes
  that they often dont even recognize them
  discuss
• Give example of activities to help reduce
  stereotyping in your classrooms- p. 74
• Page 75- activities to problem solve
  discriminatory behaviors

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Chapter 9 Activism with young children

• What does this mean to you?

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Activisism

• Children learning to take action against unfair
  behaviors that occur in their own lives is at the
  heart of antibias education p. 77
• Explain

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Activism

• Through activism activities children build the
  confidence and skills for becoming adults who
  assert, in the face of injustice. P. 77
• Activities to help children become activist for
  social justice include. ?

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Working together to create change

• Teach children skills that help them deal with
  real life situation- their daily experiences
• Interactions
• Group work
• Sharing
• Kindness
• Respect
• Community members- not TV figures

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Beyond the classroom

• What would be appropriate community based project
  young children can do?
• The teacher as an activist- What are the roles of
  the activist teacher?
• Look at examples 1-3 pages 82-84

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Chapter 10 Holidays in an antibias curriculum
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What is a Holiday? Examples of Holidays

• Definition A day on which one is exempt from
  work. Webster, 1987.
• Examples- National Holidays
• Other Holidays

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Assumptions for celebrating National holidays

• That all Americans celebrate these holidays-
  examples- Thanksgiving, Halloween, Christmas,
  Easter
• There is a need to challenge these assumptions-
  help learners identify and think critically about
  stereotypes that might be presented during some
  holidays.
• See hand out from Derman-Sparks ( 1998)-
  Anti-bias Curriculum Tools for empowering Young
  Children

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Goals of a Holidays Unit

• A teacher should have the following goals before
  teaching a Holiday unit.
• Identify your own feelings about holidays
  celebrations
• Define holiday, celebration, ritual.
• Examine the role of holidays celebrations in
  multicultural education.
• Plan multicultural holidays celebrations.

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What can students learn from holidays activities?

• Families may celebrate the same holiday in
  different ways.
• Different families may celebrate different
  holidays.
• Not everyone celebrates every holiday.
• What my family does is valued.
• We can all learn about different holidays and how
  they are celebrated.
• There are special feelings associated with
  holidays they are more than costumes, food, and
  parties.

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Lesson Holiday friends

• Lesson Holidays friends
• Purpose of lesson Expand childrens friendship
  options within the class
• Help children recognize others as prospective
  friends and encourange them to be more accessible
  to peers as friendship choices
• Discuss what they do for holidays with friends
  family
• NB some children do not celebrate any holidays-

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Activity 1 Lesson Holidays friends continued

• Ideas/activities
• Friendly fingers act holiday cards (murals)
• Supplies-
• Finger paints, construction paper, Flour, Water
• Divide child into groups of 4
• Mix ¼ cup of flour with 1 cups of cold water,
  add paint ( for each group) each group uses a
  different color
• To have different colors- children go to other
  stations to use a different color
• Each child puts one hand into the paint and makes
  a print of their had on the a construction paper
  of the group members.
• When dry, each child writes their name
• Title of work Friendly hands
• Children can write holiday messages on each
  others papers

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Activity 2 Holidays

• What holiday do you celebrate?
• Theme Christmas around the world
• How do people in different countries celebrate
  Christmas?
• Activity Hand print tree
• Supplies needed
• A lot of green construction paper
• A piece of brown construction paper (for the tree
  trunk)
• A piece of yellow construction paper (for the
  star)
• A large piece of brown paper (or use another
  color)
• Pencil
• Scissors
• Glue
• Optional Glitter, glitter glue, or paper
  ornaments to glue on the tree
• For the wreath- A piece of red construction paper
  or a red ribbon would also be needed.

• Activity Holiday activities

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Activity 3
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Activity 4 Making Mkeka- Kwanza mats

• Celebrating Kwanzaa- An African-American Holiday
• Cut black, green, red construction paper into
  strips 1 inch.
• Put a back ground paper on the table- mark one
  inch on the background paper all around. Cut the
  center out.
• Lay your strips starting from the base ina next
  like format- glue the ends to the background
  paper.
• Continue until finished.
• You have a Mkeka- Mat used to sit on during
  Kwanzza.
• Table mats, floor mats are made using ribbons and
  fabric using Kwanzaa colors.

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Best Practice

• Teachers may survey families at the beginning of
  the year to determine what holidays to celebrate.
  
• ask the children to create their own holiday to
  help them learn the concepts that underlie such
  valued traditions.
• holiday celebrations are just one way for
  programs and families to work together to create
  developmentally and culturally appropriate
  learning experiences.

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Best practice continued

• Be Accurate and Sensitive-
• Be aware that some religions teach that
  celebrating holidays -- or birthdays -- is wrong.
  Children should always be permitted not to
  participate and should have the opportunity to
  engage in optional, enjoyable activities.

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Best Practice Cont.

• Avoid Stereotyping
• Not all members of the same religious group
  observe a holiday in the same way.
• do not treat some holidays as regular and others
  as "exotic," nor that you introduce an ethnic
  group only in terms of its holiday observances.
  Multicultural activities that focus only on foods
  and holidays have been justifiably labeled the
  "tourist approach."

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Best Practice Cont.

• Be Constitutionally Appropriate
• Holiday observances, if held under public school
  auspices, violate the First Amendments
  separation-of-church-and-state mandate. Joint
  celebrations (Christmas-Chanukah, for example) do
  not solve the problem, as they only serve to
  introduce religious observances into the schools,
  They also tend to pit holidays in competition,
  with each other and distort the significance of
  each. While recognizing a diverse group of
  holidays validates children and their families,
  bringing religious leaders into a public setting
  is not appropriate.

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Conclusion

• Use holiday activities as a way of enhancing
  respect for religions and traditions different
  from ones own, but stress common themes, as
  well.
• Many religions focus on festivals of light,
  including Christmas, Chanukah, Kwanzaa, Santa
  Lucia Day and Diwali. Liberation is the theme of
  such holidays as the Fourth of July, Passover,
  Cinco de Mayo, Juneteenth and Martin Luther King
  Jr.s Birthday.
• By connecting holiday themes, you communicate
  that holidays are a valid expression of cultural
  and religious pride. You also convey that its
  okay to be different.

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Working with parents

• Parent work is vital to antibias curriculum p.
  97What would be your goals when working with
  parents why?
• Activities you can do with parents?
• For example to raise parent awareness of
  stereotyping what would you do?
• When you disagree with parents what steps should
  you take? P. 107

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Strategies working with parents

• Need resources- what do you have?
• What issues might be relevant to your parent
  population?
• What are the effective methods to work with
  parents?

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Chapter 12 Getting a self-education
professional development

• Define professional development
• What are the purposes of taking a multicultural,
  social justice, antibias classes?
• What are the goals of professional development?
• What is a support group why is it important
  while teaching using an antibias curriculum?
• We all carry scars, whether as initiator or
  target of unjust acts. Few of us have taken the
  opportunity to examine deeply and openly their
  impact on us of these experiences. We keep them
  hidden and are reluctant to expose our
  confusion, frustrations, hurt, anger, and guilt.
  These experiences influence our interactions with
  children, even if we are not aware p. 112

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Planning to integrate antibias curriculum into
your program

• Evaluate materials
• Increase the diversity of your environment
• Evaluate your current activity
• Observe children as they play and see how you can
  help them grow developed to be anti-biased.
• Evaluate how you interact with people of other
  cultures with children
• Evaluate your curriculum- make choices
  consciously- use antibias children literature
• Use an antibias curriculum in all subject areas.
• Involve you parents

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References

• ReferencesBisson, J. (1997). Celebrate! An
  Anti-Bias Guide to Enjoying Holidays in Early
  Childhood Programs. St.Paul, MN Redleaf
  Press.Derman-Sparks, L. the ABC Task Force
  (1989). Anti-Bias Curriculum Tools for
  Empowering Young Children. Washington, DC
  NAEYC.Haynes, C. Thomas, O. (2001). Finding
  Common Ground A Guide to Religious Liberty in
  Public Schools. Nashville, TN First Amendment
  Center. (also available as a PDF at
  http//www.freedomforum.org)Jones, G. and
  Moomaw, S. (2002). Lessons from Turtle Island
  Native Curriculum in Early Childhood Classrooms.
  St. Paul, MN Redleaf Press.Lee, E., Menkart,
  D., Okazawa-Rey, M., Eds. (1998). Beyond Heroes
  and Holidays A Practical Guide to K-12
  Anti-Racist, Multicultural Education and Staff
  Development. Washington, DC Network of Educators
  on the Americas.O'Neil, J. and Loschert, K.
  (November, 2002). "Navigating Religion in the
  Classroom" in NEA Today. Washington, DC National
  Education Association. Available at
  http//www.nea.org/neatoday/0211/cover.html