1. Chapter 4 Fostering Reflective Anti-Bias Educators
CD 42
Dr. Gallegos

2. Chapter 4 Fostering Reflective Anti-Bias Educators
Anti-bias leader provide the necessary time, space, resources, support, and facilitation for teachers and other staff to be part of the process of change. They build a community of learners that enables everyone to explore and grapple with anti-bias issues.
As the program leader, your charge is to find ways to provide a variety of learning opportunities for all the staff, given their diverse range of awareness, interest, and experiences.

3. Building a Community of Anti-bias Learners
Anti-bias work grow best in an environment where collegial, mutually respectful relationships among staff and between staff and program leader are the norm and where a culture exists that fosters open conversation and dialogue, reflection, and risk taking.
Create a Climate Taking Risks
Constructivist theory reports that if people feel supported in their learning, disequilibrium and its accompanying discomfort can lead to growth.
1. Setting ground rules
Establishing norms:
Structural norms-when, where, and how long staff meetings
Interpersonal norms-allowing a group to feel safe.
2. Modeling leader risk taking
3.Educators supporting each other

4. Building a Community of Anti-bias Learners
Get to know one another activities (pgs )
Potato activity
Cultural-identity activity
Culture in your bag
Uncovering attitudes we were taught
Diversity rounds
Identity Webs

5. Committing to an Anti-Bias Education Framework
Introduce Anti-Bias Education
Noticing Differences
*Ask staff to think back to their work with children or their own childhood experience for examples in which a child/children noticed another child or adult who was different from them in one or more of the following ways: disability, race (skin color), language, gender, sexual orientation/family composition, religion, or ethnicity.
Diversity Education Continuum
*The purpose of this activity is for participants to articulate the differences between anti-bias education and other approaches to diversity.
Differences Tourist curriculum Nonbias Anti-bias
You should explain that this continuum represents different ways to think and teach about differences. Give definitions for each term:
*Differences-denial approach, the learning environment, curriculum, and teaching ignore diversity. (color blind/melting pot)
*Tourist approach differences are emphasized and often exaggerated (superficially learn about different cultures).
*Nonbiased approach focuses on creating an authentic, non-stereotypical classroom environment that acknowledges similarities/differences
*Anti-bias perspective is an active and activist approach that respects each child’s and family’s background and reality, while introducing a working concept of diversity that directly addresses the impact of social stereotypes, bias, and discrimination in children’s development and interactions.

6. Committing to an Anti-Bias Education Framework
Introduce Anti-Bias Education
Becoming an Anti-Bias Educator
Making teachers reflective think on these questions:
What do the anti-bias goals mean to you?
What do you hope anti-bias education will do for the children you teach? If your hopes are realized, how will it benefit them?
What do you hope anti-bias education will do for their families? How will it benefit them?
What anxieties and concerns do you have about doing anti-bias education in your setting?
Where will you find support for doing anti-bias education within or outside your program?

7. Committing to an Anti-Bias Education Framework
Articulate an Anti-Bias Mission Statement
Must have an anti-bias statement about its mission, goal, and values.
The anti-bias mission statement is the operational framework that lays the foundation what a program will do about anti-bias education.
The Program’s First Anti-Bias Mission Statement
If your staff is small enough, the statement can be created together; but the bigger the group, the need to have meetings and group discussions is essential to creating the statement.
When an Anti-Bias Mission Statement Exists
Getting the group to discuss using the prompts is necessary to check-in that all the participants are on board with the mission.
What assumptions does the text (diversity statement) hold?
What do you agree with in the text?
What do you want to argue with in the text?
What parts of the text do you want to aspire to (or act upon)?

8. Committing to an Anti-Bias Education Framework
Set Anti-Bias Goals
Program-wide goals
Program leader sets the expectation for implementation these goals.
Classroom Team Goals
Teaching teams set the goals for their specific classroom’s work, within the framework of the school goals.
Individual Teacher Goals
This level of goal setting includes each teacher’s personal growth, practice with children, and relationships with the families of the children in the class. Individual goal setting enables teachers to begin each year at their own level of anti-bias education ability.

9. Committing to an Anti-Bias Education Framework
Develop a Critical Eye about the Learning Environment
Providing a physical learning environment that is free of misinformation and stereotypes and rich in diversity is another major component of shifting the culture of a program.
Book Survey
Scavenger Hunt