ABSTRACT

This article describes the process teachers at a public elementary school completed to develop and implement a developmentally appropriate, race-conscious, anti-bias curriculum in all K-5 classrooms. The study focuses on the experiences of the teachers and children in three early childhood classrooms using a case study design. Data were gathered and analyzed following one-on-one interviews with the principal and teachers, and an observation of an anti-bias lesson in one kindergarten classroom. Themes were identified following this analysis that concurred with existing literature on anti-bias education. The findings suggest the developmental appropriateness of teaching anti-bias topics to young children and the importance of iterative cycles of teacher reflection and learning as they engaged in this process. The findings further suggest that anti-bias education could be implemented at 1st-grade and kindergarten levels at a public school.

摘要

本文描述了公立小学教师在所有 K-5 教室中开发和实施适合发展的、具有种族意识的、反偏见课程的过程。该研究采用案例研究设计，重点关注三个幼儿教室中教师和儿童的经历。在与校长和老师进行一对一访谈后，收集和分析数据，并在一间幼儿园教室观察反偏见课。在与现有反偏见教育文献一致的分析之后确定了主题。研究结果表明，向幼儿教授反偏见主题的发展适宜性以及教师在参与这一过程时反思和学习的迭代循环的重要性。