ELF14 Sandy Radford Portobelo Preschools Ltd
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Education Leaders Forum - Enhancing Learning Culture, 21&22 August 2014 Christchurch How does your learning community's culture shape the behaviour and the performance of teachers and learners?
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CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
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“Cultural Responsiveness”
Program Transcript
[MUSIC PLAYING]
NARRATOR: Dr. Rosa Milagros Santos shares her insights as well as research-
based thinking in this conversation about cultural responsive practice.
JANE SCHALL: Dr. Santos, a key element of quality in early childhood programs
is cultural responsiveness and individually appropriate practice. How do you
define this term?
ROSA MILAGROS SANTOS: Let me provide you with a term that we developed
in the CLAS Institute, which is the Culturally and Linguistically Appropriate
Services Research Institute that I was a part of years ago. Basically, we define
cultural responsiveness as the ability to relate and to communicate with others,
especially when you don't share the same backgrounds, cultures, languages,
ethnicity, and other salient variables. That's more of the technical definition that I
would provide.
What I do want to emphasize, though, is when we think about culture in itself,
that it's really beyond just, say, the skin color. Culture encompasses a lot of
variables, including perhaps where you live, where you work, the culture of
gender-- so culture of men versus culture of woman-- culture of people who live
in urban communities versus those who live in rural communities, the culture of
people who work in school settings, in public schools versus private schools, or a
culture of people who work in hospital settings versus in corporate settings. And
so, you'll see that culture really has to do with beliefs in many ways. Shared
beliefs, shared conditions, shared practices that are common within a group of
people.
JANE SCHALL: Bringing it into the early childhood world, where do families fit
into your definition of culture?
ROSA MILAGROS SANTOS: They fit perfectly, right smack in the middle of it.
And I think when we think about families-- when you think about the child. Let's
start with the child, in early childhood. The child lives within his or her family, and
that's essentially the first culture, really that child lives in. That family lives within
a community, and it's the community that provides the culture for that family.
And so, every individual, every child, every family, lives within, as part of, a
cultural group, if you will, or cultural groups. It's part of who we are. It's part of
what we do. Everything that we do is impacted, is influenced, by our culture, in
whatever form that would be. So the way I look at the world-- and I always
imagine John Lennon for this, those rose tinted glasses that he wore-- we look at
the world through the lens of culture, and so children look at the world through
© 2013 Laureate Education, Inc. 1
the lens of their culture that they grew up in, which is their home. Families look at
the world through the culture of their community, part of what they live in, and so
on and so forth.
JANE SCHALL: So each child brings his or her own culture into the early
childhood setting.
.
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Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docx
Chandra Farmer
EDUC 6358-Strategies for Working with Diverse Children
September 6th, 2022
Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
· Goal 1: Developing relationships to form inclusive communities in the classroom
· Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “
Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.
Prof. Maan Alkaisi, Principal Investigator, MacDiarmid, University of Canterbury
This document discusses the aftermath of an event five years ago and lessons that can be learned. It argues that improving building standards, increasing accountability, and reforming laws to ensure justice are needed to build a safer and more beautiful city. While increasing engineering standards may cost 5-10%, far more has been lost over five years in areas like education and tourism due to the event's impacts. The consequences of the city experiencing such an event again in the future could be severe.
Dr Laurie Johnson, Pacific Earthquake Engineering Research Centre, USA
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The Trajectory of post disaster recovery and regeneration
Learning from other Cities.
Prof David Johnston, Senior Scientist, GNS
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The trajectory of post disaster recovery and regeneration
The social dimension - A consideration of social regeneration and what that means for Canterbury moving forward plus current recovery trajectories and ways of measuring progress.
Hon. Nicky Wagner, Associate Minister for Canterbury Earthquake Recovery
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A City on the Move: Collaboration and Regeneration
Looking Back: Remembering and Learning
Looking Forward: Visioning and Building
Hon. Lianne Dalziel. Mayor of Christchurch
Seismics and the City 18 March 2016 - Shaping Canterbury's Future Now
A City on the Move: Collaboration and Regeneration
Looking Back: Remembering and Learning
Looking Forward: Visioning and Building
Anthony Gough, Developer
Seismics and the City 18 March 2016 - Shaping Canterbury's Future Now
A City on the Move: Collaboration and Regeneration
Looking Back: Remembering and Learning
Looking Forward: Visioning and Building
Toni Gutschalg, GM, Mental Health Services, CDHB
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Shaping Young Minds - Mental Health issues and Solutions
Leanne Curtis, Spokesperson, Breakthrough Services
This document summarizes the key findings and recommendations of the "Let's Find & Fix" collaboration. It found that collaborating organizations achieved more together than individually, through speedier decision-making, flexible problem-solving, and access to collective expertise. Key recommendations include having a shared goal, a trusted lead organization, the right team, building stakeholder capabilities, shared accountability, established processes, and a pragmatic approach.
Justin Kean, Director Research & Consulting, JLL
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Factors shaping the industrial and commercial evolution of Greater Christchurch
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Program Transcript
[MUSIC PLAYING]
NARRATOR: Dr. Rosa Milagros Santos shares her insights as well as research-
based thinking in this conversation about cultural responsive practice.
JANE SCHALL: Dr. Santos, a key element of quality in early childhood programs
is cultural responsiveness and individually appropriate practice. How do you
define this term?
ROSA MILAGROS SANTOS: Let me provide you with a term that we developed
in the CLAS Institute, which is the Culturally and Linguistically Appropriate
Services Research Institute that I was a part of years ago. Basically, we define
cultural responsiveness as the ability to relate and to communicate with others,
especially when you don't share the same backgrounds, cultures, languages,
ethnicity, and other salient variables. That's more of the technical definition that I
would provide.
What I do want to emphasize, though, is when we think about culture in itself,
that it's really beyond just, say, the skin color. Culture encompasses a lot of
variables, including perhaps where you live, where you work, the culture of
gender-- so culture of men versus culture of woman-- culture of people who live
in urban communities versus those who live in rural communities, the culture of
people who work in school settings, in public schools versus private schools, or a
culture of people who work in hospital settings versus in corporate settings. And
so, you'll see that culture really has to do with beliefs in many ways. Shared
beliefs, shared conditions, shared practices that are common within a group of
people.
JANE SCHALL: Bringing it into the early childhood world, where do families fit
into your definition of culture?
ROSA MILAGROS SANTOS: They fit perfectly, right smack in the middle of it.
And I think when we think about families-- when you think about the child. Let's
start with the child, in early childhood. The child lives within his or her family, and
that's essentially the first culture, really that child lives in. That family lives within
a community, and it's the community that provides the culture for that family.
And so, every individual, every child, every family, lives within, as part of, a
cultural group, if you will, or cultural groups. It's part of who we are. It's part of
what we do. Everything that we do is impacted, is influenced, by our culture, in
whatever form that would be. So the way I look at the world-- and I always
imagine John Lennon for this, those rose tinted glasses that he wore-- we look at
the world through the lens of culture, and so children look at the world through
© 2013 Laureate Education, Inc. 1
the lens of their culture that they grew up in, which is their home. Families look at
the world through the culture of their community, part of what they live in, and so
on and so forth.
JANE SCHALL: So each child brings his or her own culture into the early
childhood setting.
.
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Building A Classroom Community2(2)
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Counselling interventions
The document discusses counselling interventions at different life stages, beginning with infancy. For infancy, challenges include learning to walk, take solid foods, and talk. Guidelines for parents include supporting the child's development, frequent positive interaction, and attention during feeding. For childhood, challenges transitioning to school and developing knowledge are discussed. Guidelines include reading to children, encouraging questions, and ensuring non-discriminatory teachers. For adolescence, achieving independence and social roles are challenges, with guidelines like encouraging healthy friendships and open parent-child communication. Adulthood challenges include commitments like marriage, with guidelines to take time and get to know partners fully before making commitments.
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September 6th, 2022
Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
· Goal 1: Developing relationships to form inclusive communities in the classroom
· Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “
Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.
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- 1. How does the organisational culture of an early childhood setting influence children’s experiences? Sandy Radford Principal Leader, Portobelo Preschools and Nurseries
- 2. Organisational culture “a set of shared meanings that are learned, characterise a particular group, and distinguish it from others”. (Bochner, 2003, p. 303) Also known as ‘the way we do things around here’
- 3. A social norm is “a standard of behaviour shared by group members” (Elkin, Jackson, & Inkson, 2008, p. 177)
- 4. You have to take your scarf off if you want to eat – but not your other bits of clothing If you say no, your comment will probably be ignored You can’t eat until the beds are ready Wash hands before eating lunch if the teacher says so Say grace if you are one of the first children to eat Choose your own food Don’t wrap your legs around the chair Little kids eat first What norms is Tom learning?
- 5. “Playdough should not be eaten”
- 6. How? Through norms … as adults teach them to children … as children use them for their own agendas But wait, there’s more…
- 7. The efforts of individuals to learn and take part in the life of the group means that culture undergoes continuous construction and reconstruction
- 8. Teachers should not allow children’s expressions of emotion to become too intense Attending to crying children is adult – and not child - business Children are not expected to show concern for adults Adults explain some centre norms to children, and not others Where it’s likely an adult is unknowing, children choose their narrative Children are selective in which adults they make requests of Children may move or turn away as a way to avoid actual or potential bother
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