Implement anti-bias curricular models with four goals to build culturally relevant, strength-based classrooms¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends developing and implementing anti-bias curricular models, citing Derman-Sparks and colleagues (2015), as a method to create cultural relevance and improve intrinsic motivation. Anti-bias curricular tools ensure students experience pedagogical approaches with deliberate relevance to lived experiences. The four goals are self-awareness and positive social identities; comfort and joy with human diversity; recognizing and naming unfairness; and empowerment to act against prejudice and discrimination.

Design Implications¶

Context¶

Requirements¶

• Curricular elements must embody the four goals of anti-bias education for culture-based phenomena that negatively impact learning to be combated effectively.

Constraints¶

• The article notes many students with intersectional memberships rarely see relevant strength-based classroom content or programs.

Target Learners¶

• children in early childhood and K-12 classrooms
• students holding intersectional memberships in marginalized groups

Target Learning Goals¶

• positive social identities
• recognition of unfairness
• empowerment to act against prejudice

Related Strategies¶

• Professional development in asset-based pedagogies and adult SEL to build culturally affirming environments
• Create positive, culturally inclusive, welcoming schools using strengths-based practices such as newcomer welcome centers, attendance cafés, and home-language-as-asset approaches
• Develop Cultural Awareness
• Fund anti-bias education through a comprehensive diversity plan tied to specific outcomes, student-centered efforts, and redress mechanisms
• Racial Identity Work
• Creating a Strengths-Based Culture

Examples¶

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Key Sources¶

• Donald E Grant Jr. & Jerell B. Hill. (2020). Activating Culturally Empathic Motivation in Diverse Students. Journal of Education and Learning, 9(5). https://doi.org/10.5539/jel.v9n5p45