Anti-Bias Work and Conceptual (Mis)Understandings: Lessons From a Preschool Initiative for Minority Groups in Ireland

• In Event: Anti-Bias and Inclusive Early Education Policy, Practice, and Perspectives in Cross-National Contexts

Abstract

In 2011-2013 the Early Years Education Policy Unit in the Department of Children and Youth Affairs in Ireland supported the ‘National Preschool Education Initiative for Children from Minority Groups’, coordinated by the author of this paper. The initiative was the culmination of many years of developing a multi-layered approach, at policy, training, and practice levels, to mainstreaming diversity and equality: Anti-bias approach (Derman-Sparks, 1989; Murray, Cooke, & O’Doherty, 2004) designed for the early childhood sector within an Irish context. The Anti-Bias work in early childhood education in Ireland was initially developed in the context of Traveller children (Murray & O’Doherty, 2001), but had a broader diversity and equality perspective from the beginning. The ‘National Preschool Education Initiative for Children from Minority Groups’ was the first ever nationally coordinated training initiative of this kind in Ireland.

The initiative was a result of collaborative work between the County Childcare Committees and the Equality and Diversity Early Childhood National Network (www.edenn.org). The aim of the project was to support and empower early childhood practitioners to engage holistically with diversity and equality in early childhood education through the use of an Anti-bias Approach. Conceptual understandings (Kenny & Binchy, 2009), stereotyping, prejudice, discrimination, racism, sexism, ableism, respect, recognition, empathy, and empowerment were core components of the program for both adults and children (Murray & Urban, 2012; Murray, Cooke, O’Doherty, 2004; Mac Greil, 2011).

The results of the initiative, from an external evaluation (Duffy & Gibbs, 2012), have shown not only an increase in understanding of equality and diversity issues, but also a marked increase in quality in service provision. In addition to the external evaluation, an in-house evaluation of the participants of the training was also undertaken, demonstrating participants developed a less judgmental and more empathic view towards others in general and awareness of individual needs. Early childhood practitioners’ empathy increased for children, parents, and extended for some to their own families and other people in their lives (Murray & Sultana, 2015).

Engaging with practitioners, trainers, or students on diversity and equality concepts reveals many differing understandings. Evaluations of our training show that equality issues are not necessarily seen as relevant to young children beyond access to services and treating children the same (Murray, in print). There is a persistent lack of conceptual understanding at mainstream training and policy level, too. In general, the recognition of the need to address stereotypes, prejudice, discrimination, and racism/sexism/abelism is not situated in equality and diversity understandings in early childhood education. This paper offers a critique of the initiative including lessons learned and a vision for the future.

Author

• Colette Murray, Institute of Technology Blanchardstown