Leadership, Curriculum Development, and Teaching of Anti-Bias Curriculum in a Public K-5 School

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic -Diversity, Equity & Social Justice

Abstract

In the U.S., there remains a prevailing colorblind myth that children ages 3-8 (early childhood) do not notice differences among people and that these differences need not be discussed with or taught to young children (Hirschfeld, 2012). However, evidence shows that infants notice and organize the differences they observe and hear (Sugden & Marquis, 2017). The U.S. Census Bureau (2018) reported that the U.S. child population reflected a minority-majority; yet, social ‘isms’ (e.g., racism, classism, ableism, etc.) that marginalize non-dominant identities continue to exist (Marks et al., 2015). Further, many adults find it challenging to discuss social ‘isms’ with young children (York, 2016). Nevertheless, it is imperative to equip young children with tools and language to understand and discuss these differences among people in ways that are respectful of their self and others. Anti-bias education is one pedagogical approach teachers and schools use to teach young children about social ‘isms’ and empower them to act against inequities (Derman-Sparks & Edwards, 2010).

This poster reports on an exploratory single-case study of a public elementary school where the school staff developed and implemented a race-conscious, anti-bias curriculum in all K-5 classrooms. The study focuses on the kindergarten and first grade children’s and teachers’ experiences, which were reflective of the process implemented as a whole school. The study fills a gap in the literature by examining this process in a public school setting where anti-bias education is less common. The qualitative data collection and thematic analyses were guided by four theoretical propositions informed by existing literature (Yin, 2013).

Figure 1 chronologically outlines the key stages of the teacher learning, curriculum development, implementation, and revision process. Results from three teacher and one principal interview and ten children in a kindergarten classroom observation suggest the following elements are critical to the process of developing and implementing an anti-bias curriculum as a whole school:
(1) Collaborative leadership from the school administration that grounds staff in a shared vision and creates space for teachers to step up as co-leaders;
(2) Significant time devoted to iterative cycles of teacher learning on anti-bias topics and critical self-reflection before teaching anti-bias lessons; and
(3) Fostering a trusting and supportive community of learners, risk-takers, and collaborators among staff to ensure teachers feel confident and prepared to teach anti-bias lessons.
Additionally, the findings are consistent with existing anti-bias education literature and suggest that it is possible to teach anti-bias lessons in developmentally appropriate ways to K-1 students.

In conclusion, the study demonstrates that developing and teaching an anti-bias curriculum in a public elementary school is possible and provides a framework for other public elementary schools interested in similarly implementing their own anti-bias curriculum. Given that the majority of U.S. children are enrolled in public schools, if more public schools implement an anti-bias curriculum in careful and intentional ways, more children will have access to these important tools from a young age.

Authors

• Anna M. Kimura, University of California - Los Angeles
  Presenting Author

• Ellen E. Pinderhughes, Tufts University
  Non-Presenting Author