Developing and Teaching an Anti-Bias Curriculum in a Public Elementary School: Leadership, K-1 Teachers', and Young Children's Experiences

Autor/inn/en	Kimura, A. M.; Antón-Oldenburg, M.; Pinderhughes, E. E.
Titel	Developing and Teaching an Anti-Bias Curriculum in a Public Elementary School: Leadership, K-1 Teachers', and Young Children's Experiences
Quelle	In: Journal of Research in Childhood Education, 36 (2022) 2, S.183-202 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1912222
Schlagwörter	Public Schools; Elementary Schools; Racial Bias; Social Justice; Early Childhood Education; Developmentally Appropriate Practices; Young Children; Kindergarten; Grade 1; Curriculum Development; Administrator Role; Early Childhood Teachers; Principals; Faculty Development; Consciousness Raising; Self Evaluation (Individuals); Reflection; Curriculum Implementation; Program Effectiveness; Controversial Issues (Course Content); Teamwork; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsbezogene Bildung; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood education; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Bewusstseinsbildung; Controversial issues; Kontroverse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01