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"Derman-Sparks, Louise"
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Anti-Bias Education for Young Children and Ourselves, Second Edition
Becoming a skilled anti-bias teacher is a journey. With this volume's practical guidance, you'll grow in your ability to identify, confront, and eliminate barriers of prejudice, misinformation, and bias about specific aspects of personal and social identity. Most important, you'll find tips for helping staff and children learn to respect each other, themselves, and all people. Over the last three decades, educators across the nation and around the world have gained a wealth of knowledge and experience in anti-bias work. The result is a richer and more nuanced articulation of what is important in anti-bias education. Revolving around four core goals—identity, diversity, justice, and activism—individual chapters focus on culture and language, racial identity, family structures, gender identity, economic class, different abilities, and more.
eBook
Being an Equity Leader
A Framework for Change Critical Awareness Building a program that reflects equity principles requires leaders who seek out a critical awareness of their own history and identities, develop an understanding of the dynamics of institutional oppression within schools and society, and have a clear commitment to social justice (Khalifa, Gooden, & Davis 2016; Khalifa 2018). Intentional, Facilitative, and Strategic Leadership Every decision an equity program leader makes needs to keep the long-term social justice vision and mission in the foreground while managing the day-to-day immediate issues. Program leaders plan and implement a long-term strategy for shifting the culture of the school to one that reflects the values and principles of NAEYC's \"Advancing Equity in Early Childhood Education\" position statement (2019). [...]space solutions are new ways of looking at the issues, not simply a compromise.
Journal Article
What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections
This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.
Journal Article
Understanding Anti-Bias Education
Learning experiences include opportunities for children to understand and practice skills for identifying unfair and untrue images (stereotypes), comments (teasing, name-calling), and behaviors (isolation, discrimination) directed at themselves or at others. Because you have decided that these understandings and skills are essential for children, you provide literacy and numeracy discussions and activities in your classroom. Since many of the children are now gathering around, she invites everyone to join in the challenge. How can I learn what these are and provide accurate information and counter misinformation and stereotypes? * How can I use this topic to support and strengthen children's innate sense of justice and their capacity to change unfair situations to fair ones? * What learning materials do I need to gather to incorporate an anti-bias perspective into this curriculum topic?
Journal Article
Building Anti-Bias Early Childhood Programs
The book provides a framework and detailed practical strategies for the leader's role in working strategically with staff, families, and the community to implement an anti-bias approach. www.naeyc.org/store AN ANTI-BIAS EARLY CHILDHOOD CARE AND education (ECCE) program puts diversity and equity goals at the center of all aspects of its organization and daily life. Anti-bias leadership builds on the core principles and best leadership practices of the early childhood care and education field. A collaborative style of leadership, the preferred early childhood education model, empowers staff members to first begin and then take ownership of their anti-bias work.
Journal Article
Lessons for Today
[...]the Perry Preschool teachers benefited from high-quality preservice preparation and regular in-service learning opportunities-prerequisites for being an intentional, professional educator. In spite of some societal progress since the Perry Preschool years, racism and poverty are still alive and active. [...]if we want to build education systems for young children that truly work for all, it is imperative to include teachers' and families' voices in the construction of educational knowledge, policies, and practice.
Journal Article
Two Teachers Look Back
Snack time conversations built on issues children brought up and observations teachers made during the child-choice activities. Because the Perry School was the only school in Ypsilanti without a playground, teachers set up activities such as tag, races, and ball games. [...]teachers and participating family members engaged in weekly conversations about their children's development and learning, as well as any other topic raised by the parents (e.g., health issues or a problem with a social work agency).
Journal Article
