Editing Anti-bias curriculum

{{Short description|Educational plan meant to reduce perceived prejudice in education}}
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The '''anti-bias curriculum''' is a curriculum which attempts to challenge [[prejudice]]s such as [[racism]], [[sexism]], [[ableism]], [[ageism]], [[weightism]], [[homophobia]], [[classism]], [[colorism]], [[heightism]], [[Bias against left-handed people|handism]], [[religious discrimination]] and other forms of [[kyriarchy]]. The approach is favoured by [[civil rights]] organisations such as the [[Anti-Defamation League]].<ref name=ADL1 />  Bias refers to violation of equality based on equal opportunities ([[Equal opportunity|formal equality]]) or based on [[equality of outcome]]s for different groups, also called [[substantive equality]].<ref name="EU">[https://doi.org/10.1177/1358229120927947 De Vos, M. (2020). The European Court of Justice and the march towards substantive equality in European Union anti-discrimination law. International Journal of Discrimination and the Law, 20(1), 62-87.]</ref>

The '''[[Anti-racism|anti-racist]] curriculum''' is part of a wider [[social constructivist]] movement in the various societies of the [[Western world|Western World]], where many scientific worldviews are seen as manifestations of Western cultures who enjoy a privileged position over societies from the "[[Global South]]",<ref>Ending Academic Imperialism: a Beginning", [[C. K. Raju]]</ref> along with claiming that there is a [[sociocultural]] aspect to education, i.e. that the studies of these subjects in Western societies have usually exhibited [[Racial bias|racial]] and [[cultural bias]],<ref>"Is Science Western in Origin?", [[C. K. Raju]]</ref> and that they focus too much on "[[Western canon|dead white men]]", especially in mathematics.<ref name="The Politics of Anti-Racist Mathematics" /><ref group=note>See ''[[ethnomathematics]]''.</ref>

== Purpose ==
The anti-bias curriculum is seen by its proponents as a catalyst in the critical analysis of various social conditions. It is implemented with the intent of reducing social oppression with the ultimate goal of "[[social justice]]" in mind.<ref name=ADL1>[http://www.adl.org/tools_teachers/tip_antibias_ed.asp What is Anti-Bias Education?] {{Webarchive|url=https://web.archive.org/web/20041212154451/http://www.adl.org/tools_teachers/tip_antibias_ed.asp |date=2004-12-12 }} [[Anti-Defamation League]] Quotation: "Anti-bias education takes an active, problem solving approach that is integrated into all aspects of an existing curriculum and a school's environment."</ref>

== Examples ==
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[[Margaret Thatcher]], in a speech made during the [[Conservative Party (UK)|Conservative Party]] Conference of 1987, referred to "[[hard left]] education authorities and extremist teachers" teaching "anti-racist mathematics—whatever that may be."<ref>{{cite web|last1=Thatcher|first1=Margaret|title=Speech to Conservative Party Conference|url=http://www.margaretthatcher.org/document/106941|publisher=Margaret Thatcher Foundation|access-date=4 May 2015|date=9 October 1987|quote=And in the inner cities—where youngsters must have a decent education if they are to have a better future—that opportunity is all too often snatched from them by hard left education authorities and extremist teachers. And children who need to be able to count and multiply are learning anti-racist mathematics—whatever that may be.|archive-date=26 February 2020|archive-url=https://web.archive.org/web/20200226213338/https://www.margaretthatcher.org/document/106941|url-status=live}}</ref><ref>{{cite book|author1=Anna S. King|author2-link=Michael Jonathan Reiss|author2=Michael Jonathan Reiss|title=The Multicultural Dimension of the National Curriculum|date=1993|isbn=9780750700696|edition=illustrated, reprint|url=https://books.google.com/books?id=5Q3MFCr7ht0C|access-date=4 May 2015|archive-date=18 May 2022|archive-url=https://web.archive.org/web/20220518004351/https://books.google.com/books?id=5Q3MFCr7ht0C|url-status=live}}</ref> and later on in 2005, ''[[Fox News]]'' carried a story detailing "The 'anti-racist education' program in place at [[Newton Public Schools]]."<ref>{{cite news|title='Anti-Racist' Message in Mass. Math Class|url=https://www.foxnews.com/story/anti-racist-message-in-mass-math-class|access-date=4 October 2019|publisher=[[Fox News]]|date=8 February 2005|archive-date=18 April 2022|archive-url=https://web.archive.org/web/20220418203753/https://www.foxnews.com/story/anti-racist-message-in-mass-math-class|url-status=live}}</ref>

The article ''The Politics of Anti-Racist Mathematics'' by [[George Gheverghese Joseph]] goes through many different assumptions made by teachers of mathematics that can have a negative effect on students of [[Minority group|ethnic minorities]].<ref name="The Politics of Anti-Racist Mathematics">Joseph, George Gheverghese. [http://www.tandfonline.com/doi/abs/10.2753/EUE1056-4934260167 "The politics of anti-racist mathematics."] {{Webarchive|url=https://web.archive.org/web/20220518004352/https://www.tandfonline.com/doi/abs/10.2753/EUE1056-4934260167 |date=2022-05-18 }} ''[[European Education]]'' 26.1 (1994): 67-74.</ref> An anti-racist approach to [[mathematics education]] could include any or all of the following:
* Discussion of the [[History of mathematics|mathematical knowledge of ancient civilizations]] outside of Europe, and non-European contributions to mathematical knowledge and discovery;<ref>{{cite web|author1=Ramesh Gangolli|title=Asian Contributions to Mathematics|url=http://www.pps.k12.or.us/depts-c/mc-me/be-as-ma.pdf|access-date=4 May 2015|archive-date=21 September 2015|archive-url=https://web.archive.org/web/20150921231228/http://www.pps.k12.or.us/depts-c/mc-me/be-as-ma.pdf|url-status=live}}</ref>
* The avoidance of racial stereotypes or cultural bias in classroom material, [[textbook]]s, coursework topics and examination questions. For example, a wide range of names from various ethnic backgrounds might be used in [[Word problem (mathematics education)|word problem questions]].<ref>Kennedy, Leonard; Tipps, Steve; Johnson, Art (2007). "Guiding Children's Learning of Mathematics". Cengage Learning.</ref>

American mathematics instructor Shahid Muhammed has suggested that poor mathematics performance among [[African Americans]] is linked to higher anxiety caused by negative [[Stereotype|stereotyping]], as he states that many associate mathematics with [[Middle class|middle-class]] [[white people]].<ref>{{cite book|last1=Pitre|first1=Abul|last2=Pitre|first2=Esrom|last3=Ray|first3=Ruth|last4=Hilton-Pitre|first4=Twana|title=Educating African American Students: Foundations, Curriculum, and Experiences|date=15 August 2009|publisher=[[R&L Education]]|isbn=9781607092346|edition=illustrated|url=https://books.google.com/books?id=ta6_AAAAQBAJ|access-date=4 May 2015}}</ref>

==Criticism==
There has been criticism of aspects of the anti-bias curriculum. [[Eastern Washington University]] professor Deirdre Almeida has stated that most anti-bias curricula omit the contributions of non-[[Africa]]n ethnic groups, such as [[Native Americans in the United States|Native Americans]], [[Inuit]] and [[Alaskan Natives|Alaska Natives]]. Almeida has claimed that portrayals of Native Americans in anti-bias material conflate actual aboriginal practices with invented, obsolete or erroneous ideas about Native American culture.<ref>[http://www.ericdigests.org/1997-2/antibias.htm Countering Prejudice against American Indians and Alaska Natives through Antibias Curriculum and Instruction.] {{Webarchive|url=https://web.archive.org/web/20080509183150/http://www.ericdigests.org/1997-2/antibias.htm |date=2008-05-09 }} [[ERIC Digest]].</ref>

Other critics, such as [[University of Tennessee]] professor J. Amos Hatch, have claimed that some anti-bias curricula can be construed as actively or passively adopting an [[Anti-Western sentiment|anti-European/western racial bias]], seeking to minimize contributions of ethnic Europeans in favor of other ethnic groups. Hatch has stated that this ideology has produced "anti-bias" curricula that are overtly biased against people of European descent or in favor of people of African descent.<ref>J. Amos Hatch, [http://www.greenwood.com/catalog/C4921.aspx Qualitative Research in Early Childhood Settings] {{webarchive|url=https://web.archive.org/web/20080508032718/http://www.greenwood.com/catalog/C4921.aspx|date=May 8, 2008}}.</ref>

==See also==
{{div col|colwidth=30em}}
* [[The 1619 Project]]
* [[Approaches to prejudice reduction]]
* [[Bias in curricula]]
* [[Diversity, equity, and inclusion]]
* [[Diversity training]]
* [[Discrimination in education]]
* [[Teaching for social justice]]
* [[Afrocentric education]]

'''Related figures:'''
* [[Paulo Freire]]
* [[Henry Giroux]]
* [[bell hooks]] (Gloria Jean Watkins)
* [[Jonathan Kozol]]

'''Educating and teaching children:'''
* [[Early childhood education|Early Childhood Education]]
* [[Pedagogy]]
* [[Philosophy of education]]{{div col end}}

==Notes and references==
===Notes===
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===References===
{{reflist|30em}}

===Bibliography===
{{refbegin|colwidth=30em}}
* Anti-Defamation League. (1999). What is Anti-Bias Education?. Retrieved on November 6, 2004
* Biles, B. (1994). Activities that Promote Racial and Cultural Awareness. {{Cite web |url=http://web.aces.uiuc.edu/vista/pdf_pubs/CHLDCARE.PDF |title=Archived copy |access-date=2004-12-11 |archive-date=2004-11-14 |archive-url=https://web.archive.org/web/20041114140611/http://web.aces.uiuc.edu/vista/pdf_pubs/CHLDCARE.PDF |url-status=dead }}. Retrieved November 6, 2004, from '' Family Child Care Connections, 4(3) '' 
* Derman-Sparks, L. (1989). "Creating an Anti-Bias Environment" Chapter 2, in ''Anti-Bias Curriculum: Tools for Empowering Young Children''. New York, NY: National Association for the Education of Young Children.
* Derman-Sparks, L. & Hohensee, J.B. (1992). [http://www.ericdigests.org/1992-1/early.htm Implementing an Anti-Bias Curriculum in Early Childhood Classrooms] {{Webarchive|url=https://web.archive.org/web/20041209144322/http://www.ericdigests.org/1992-1/early.htm |date=2004-12-09 }}. Retrieved November 6, 2004, from ''ERIC/EECE Digest''
* Riehl, P. (1993). [https://laulima.hawaii.edu/access/content/user/jaydene/ED294/ED294.Article.Anti-bias%20classroom%20approach.pdf Five ways to analyze classrooms for an anti-bias approach] {{Webarchive|url=https://web.archive.org/web/20210501235719/https://laulima.hawaii.edu/access/content/user/jaydene/ED294/ED294.Article.Anti-bias%20classroom%20approach.pdf |date=2021-05-01 }}. Retrieved November 6, 2004, from the ''National Network for Child Care (NNCC)''
{{refend}}

===Further reading===
{{refbegin}}
* Bartlett, Lesley and Marla Frederick, Thaddeus Gulbrandsen, Enrique Murillo. "The Marketization of Education: Public Schools for Private Ends." Anthropology & Education Quarterly 27.2 (1996): 186–203.
* Ferguson, Ann Arnett. "Bad Boys: Public Schools in the Making of Black Masculinity." (2000): 592–600. Ann Arbor: University of Michigan Press.
* Osborne, A. Barry. "Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized." Anthropology & Education Quarterly 27.3 (1996): 285–314.
* Van Ausdale, Debra and Joe Feagin. "What and How Children Learn About Racial and Ethnic Matters." The First R: How Children Learn Race and Racism. (2001): 175–196. Maryland: Rowman & Littlefield.
{{refend}}

{{Racism topics}}

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[[Category:Pedagogy]]