Anti-bias education aims to create a space where everyone feels included and accepted. Educators who follow this philosophy constantly examine their words and actions in order to make sure they are not being harmful towards those who are marginalized. In this article, the term “Other” will be used to refer to anyone who is not a privileged, heterosexual white male, and as such, can be oppressed and marginalized in society. This term is from the article “Toward a Theory of Anti-Oppressive Education” by Kevin K. Kumashiro (2000) and enables references to various types of people who suffer mistreatment without listing them all. Taking this term into consideration, it is important to encourage young minds to be inclusive towards everyone, no matter their background, culture, economic class, religious beliefs, sexual orientation, or values, in order to create a more inclusive society. Strategies to do so include using inclusive material, integrating the Other into the class content, and promoting inclusive interactions between students and teachers and others.
Being aware of how literature represents stereotypes or disadvantages the Other is difficult to accomplish, as we all have subconscious biases. Many literary works subconsciously include harmful biases towards the Other and such, it is difficult to implement literature that perfectly represents the Other in a non-biased way (Killoran, Panaroni, Rivers, Razack, Vetter & Tymon M.Ed, 2012, p.153; Kumashiro, 2000). However, it can also be beneficial to consider that “the ability to keep the imagination alive and to provide opportunities for children to recognize and reject biased behavior is a rewarding experience for children and educators alike” (Killoran et al., 2012, p.153). This strategy allows educators to have a much wider variety of literature, and to use literature with their students to critically analyse how the Other is being represented. In turn, the students become more critically aware of the world around them and of the words and actions that may be detrimental towards the Other.
It is sometimes hard to recognize the biases that lead to how we categorize the Other. People have been categorized so often that it is difficult to recognize that a group is being categorized in the first place. This is why it is important for teachers to try to become aware of these generalizations by critically observing the content and material they use. Maurulis (2000, p.28) also suggests that educators teach their students to accept the Other by telling “a story that is independent of the culture its characters represent.” One way of doing this, according to Maurulis, is to present versions of common stories, such as fairy tales, which have the Other as the main character. An example of such a book could be Little Red and the Very Hungry Lion by Alex T. Smith. This book tells the story of Little Red Riding Hood from an African perspective. It includes dark-skinned characters and a lion instead of a wolf. It gives a lot of power to Little Red Riding Hood as she solves the problem using her own wits. This allows students to become more comfortable with the Other and they can more easily relate to them.
What Does an Anti-bias Classroom Look Like?
• Materials used in a classroom that embraces anti-bias education are chosen to promote inclusivity of all. Posters and artwork aim to demonstrate acceptance and respect for everyone; for example, posters include children who have different appearances and skin tones. The walls are “covered with the children’s artwork, to show that they are valued and that their classroom is a place where the world of their families can be fully represented” (Corson, 2000, p.386).
• Books incorporate various types of Others in order for everyone to feel included and accepted. Literature used in the classroom does not support stereotypes and is not harmful towards the Other. Maurulis (2000, p.27) explains how she “analyze[s] each resource, and [asks herself] what it is saying to [her] students and what values, beliefs, ways of thinking and perspectives it presents.”
• Course content is aimed to include everyone and the many different stories and perspectives of the Other. Teachers include various perspectives in all school subjects, to “attempt to establish a learning atmosphere where multiple truths and perspectives are encouraged and represented” (Maurulis, 2000, p.28).
• Students are encouraged to share their own perspectives and stories surrounding the particular school subject. By allowing all students to share their perspectives and their stories, it is possible to discourage generalizing the Other and categorizing/stereotyping people. Students thus begin to realize that everyone has their own particular story, which is not defined by their cultural background, gender, religious beliefs, sexual orientation, or income, among other categories.
• Students are encouraged to be critical of school content that is presented to them. Students examine who has produced the material, if the material tends to leave out certain stories and perspectives, and if the material generalizes people into certain categories. For example, by “Encouraging students to question their reactions to stereotypical behavior [teachers help] dismantle the sexist ideologies that are ever-present in society” (Killoran et al., 2012, p.152).
• Visitors who are diverse and who support the notion of inclusivity are invited into the classroom. Maurulis (2000, p.30) believes in the importance of bringing “many people into [the] classroom as guest speakers, presenters, and helpers, who are different in numerous ways from [the] students.”
• Educators integrate the message of being respectful, kind, and inclusive towards everyone, no matter the circumstances. Teachers promote the message that people accept everyone as unique individuals. By treating all students as unique, educators help them to accept who they are while allowing them to feel like they are an important part of the classroom community and of the community outside of the classroom (Maurulis, 2000, p.29).
• Teachers create opportunities for students to work with different types of people. Given the choice, students tend to select friends to be their work partners. Educators counteract this practice by trying to group students in various ways, so they work with people with different opinions and experiences from themselves. By placing students with various types of people, we show “children how to relate to each other and get along with people who are different from themselves” (Maurulis, 2000, p.27).
In Conclusion
By using inclusive material, integrating the Other into the class content, and promoting inclusive interactions with everyone, educators are able to create an anti-bias classroom. By integrating the Other into the classroom content, teachers train students to become more critical of the perspectives of different people. Educators aim to foster an environment where students learn to relate to diverse types of people so that they can become more inclusive towards everyone. Anti-bias education can greatly help to improve society, as it will assist students to become citizens who are more respectful and inclusive towards others, which will aid the world in becoming a happier place for all.
Resources
Corson, P. (2012). Laying the Foundation for Literacy: An Anti-Bias Approach. Childhood Education. Retrieved from https://www-tandfonline-com.proxy3.library.mcgill.ca/doi/abs/10.1080/00094056.2000.10521187
Killoran I., Panaroni M., Rivers S., Razack Y., Vetter D. & Tymon D. M.Ed (2012). Rethink, Revise, React. Using an Anti-bias Curriculum to Move beyond the Usual. Childhood Education, 80:3, 149- 156. doi:10.1080/00094056.2004.10522794
Kumashiro, K. K. (2000). Toward a Theory of Anti-Oppressive Education. Review of Educational Research, 70(1), 25–53. doi:10.3102/00346543070001025
Marulis, L. (2000). Anti-bias teaching to address cultural diversity. Multicultural Education, 7(3), 27. Retrieved from https://proxy.library.mcgill.ca/login?url=https://www-proquest-com.proxy3.library. mcgill.ca/scholarly-journals/anti-bias-teaching-address-cultural-diversity/docview/216501647/ se-2?accountid=12339
Yu, H. M. (2020). Understanding Race and Racism Among Immigrant Children: Insights into Antibias Education for All Students. Early Childhood Education Journal, 48(5), 537–548. doi:10.1007/ s10643-020-01021-z
Jennah Goguillot
Jennah Goguillot from Nanaimo, BC, is currently a third-year education student at McGill University.
This article is featured in Canadian Teacher Magazine’s Winter 2022 issue.