1. Anti-Bias Theory
March 6th, 2017

2. A Few Notes
The final paper is due on April 12th, printed, and submitted directly to me in class. Please do not put them in fancy folders, just stapled neatly at the top left corner.
A sample cover page and description of the assignment are posted online.
If you have any questions, feel free to see me in class or me.

3. Definitions
The anti-bias curriculum is meant to provide students with a solid understanding of current social problems and issues, all while equipping them with strategies to combat bias, irrespective of the subject matter.
The way anti-bias theory tackles this issue is by training students to seek multiple-sided views on topics.

4. Continued
One of the strategies that anti-bias theory uses is to present all possible sides instead of simply the culturally dominant view of an idea, a subject or history in general.
The supposed benefit to this is that it allows students to critically assess “the entire story” behind the subject matter through acceptance, tolerance and respect and by critically analyzing what they are taught.

5. Continued
Students in an anti-bias classroom will thus be prepared to study different topics from varying perspectives and understand the views that various cultural, ethnic and religious groups have on the matter.
The anti-bias curriculum is therefore seen and understood as a starting point in the critical analysis of various social conditions.

6. Examples
Examples of anti-bias curriculum are described in one particularly interesting article titled “The Politics of Anti-Racist Mathematics” (Joseph, 1994).
This piece of writing elucidates many different assumptions made by teachers that may potentially have a negative impact on the learning of minority groups within a classroom.

7. Ways to Rectify the Problem
An anti-bias approach to any or all of the possible concerns may include, for example:
Discussion of the contributions made in the field of study by civilizations from around the world (and not just those made by Europeans or Western Civilization).
Avoiding the use of racial stereotypes in classroom materials such as textbooks, assignments and exam questions.

8. Solutions
A simple way to correct this can be to create word problems in a math/english/science/history exam that contain the names of culturally diverse individuals. Better yet, use the names of your own students!
In an history course, we can use readings or short stories that include a variety of historical perspectives as opposed to only one.

9. Solutions
An English course may opt to use texts that are culturally relevant to their student population, such as the example handout I provided during my Speaq conference on the Chinese New Year.
However, we must ensure that the content is culturally accurate!

10. Subtle Way of Teaching
This is a subtle way to teach students about anti-bias within any given formal subject matter.
Sometimes teachers and students can go on tangents to discuss valuable information that is not necessarily planned in the lesson.
This can be a good thing! As long as those tangents are led by the instructor in a constructive fashion, the benefits can be valuable.

11. Word Problem 1
John and Steve are good friends who live in Toronto. Today, John is 14 years older than Steve. 6 years ago, John was double Steve’s age. How old are both John and Steve?
Probably both white, male individuals.
Living in an affluent area of Ontario.

12. Word Problem 2
Mustafa and Francesca are good friends who live in Istanbul. Today, Mustafa is 14 years older than Francesca. 6 years ago, Mustafa was double Francesca’s age. How old is each person?
One male, one female.
Probably culturally/racially different.
Living in a foreign city.

13. Some Surprising Findings..
Some scholars have concluded that poor performance in Mathematics among black students is linked to high anxiety levels caused by negative stereotyping.
In other words, research has shown that many black students associated Mathematics to middle-class white people and therefore internalized the idea that they cannot master the subject unless you fall within this racial/social class (Hicks, 2009).

14. Is This Really Possible?
Do you think this can actually happen??? A few weeks ago, Kerri provided the example of the hockey commercial that her kids watched.
Can students truly feel that success is beyond their reach if they do not identify as a race that can be good at math, for example?
Or, is this too far-fetched and simply a ridiculous conclusion to come to, regardless of what the literature says?

15. 2 Parts to the Schooling Process!

16. Part 1: The Formal Curriculum
The formal curriculum is all of the content and tools that we as teachers need and use to instruct our students.
This includes everything from the physical classroom, the course materials and the instruction methods.

17. Part 2: The Hidden Curriculum
The “hidden” curriculum is all of the value based behaviors that we teach our students, either intentionally or unintentionally, such as being respectful, punctual and mindful of your physical environment.
Although these are all largely considered to be important life skills that students should learn, the hidden curriculum can sometimes pass on values that are not so beneficial...

18. Excerpt From a 1950’s High School Home-Economics Textbook
Have dinner ready. Plan ahead, even the night before, to have a delicious meal-on time. This is a way of letting him know that you have been thinking about him and are concerned about his needs.
Prepare yourself. Take fifteen minutes to rest so that you'll be refreshed when he arrives. Touch up your makeup, put a ribbon in your hair and be fresh looking. He has just been with a lot of work-weary people. Be a little gay and a little more interesting. His boring day may need a lift.

19. Excerpt From a 1950’s High School Home-Economics Textbook
Clear away the clutter. Prepare the children. Minimize all noise. Make him comfortable. Have him lean back in a comfortable chair or suggest he lie down in the bedroom. Have a cool or warm drink ready for him. Arrange his pillow and offer to take off his shoes. Speak in a low, soft, soothing and pleasant voice. Allow him to relax and unwind.
Don't greet him with problems or complaints. Don't complain if he's late for dinner.

20. Part 2: The Hidden Curriculum Continued
If we consider how disciplinary measures are used in schools as an example, we may notice that unintended learning experiences can result when students see a teacher use certain means to discipline a student.
Years ago, physical sanctions may have been imposed on students who misbehaved, thus reinforcing the idea that hitting someone can get them to comply. This in turn conveys the belief that physical means are necessary to obtain a desired behavior.

21. We Must Be Careful...
Some of the critics of anti-bias curriculum have stipulated that anti-bias theory does exactly what it is meant to supposedly prevent by using a racial bias.
That is, that it often omits or minimizes the contributions of certain non-minority ethnic groups when attempting to disseminate information.

22. We Must Be Careful...
Inaccurate information or depictions of certain cultures in curriculum will defy the purpose of anti-bias theory.
We do not want to provide our students with erroneous ideas about any given ethnic group.

23. Conclusions
As teachers, we must not forget that anytime we walk into our classrooms, everything we say and do is noticed, absorbed and scrutinized by our students/audience.
Of course, we are human as well, and it is sometimes difficult to make sure we are being all inclusive/fair/neutral and to mask our opinions when it comes to certain subjects.

24. Conclusions Continued
The key is to remember that as role models, we must always try to keep the best interest of our public at heart.
Helping students recognize the connections between social class, power, privilege, prestige, ethnicity, gender, religion, and opportunity is a starting point in achieving this very important goal.

25. Interesting Article from Finland Schools
a-ouvert-ses-portes-en-finlande-11355/

26. References
Joseph, G. G. (1994). The politics of anti-racist mathematics. European Education, 26(1),
Hicks, T. (2009). Educating African American students: Foundations, curriculum, and experiences. A. Pitre, R, Ray, and T. Hilton-Pitre (Eds). R&L Education.