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Anti-Bias Education

Many people have argued convincingly that CRE does and should overlap with anti-bias education because prejudice is an underlying cause for conflict and we need to realize the impact of prejudice on the school and community (Lantieri & Patti, 1996; Oskamp, 2000). Most anti-bias education efforts fall into one of the following four categories: cross-cultural awareness, prejudice reduction and appreciation for diversity, hate crime prevention, and examining the systemic roots of oppression to dismantle them.

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Sample Catalog Resources

Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.

Resource Title Description Links
Talking stick, The and The tree of gratefulness: Autumn -- thankfulness at harvest time 7-page PDF lesson plan which helps students, "to use nature as a means of expressing respect and gratitude." Projects include creating and using a talking stick.
Learning to Live Together: An intercultural and interfaith programme for ethics education Learning to Live Together is an interfaith and intercultural programme for Ethics Education that contributes to nurturing ethical values in children and young people. The programme was developed by the Interfaith Council on Ethics Education for Children in close collaboration with UNESCO and UNICEF and tested through the Global Network of Religions for Children to contribute to the realization of the Right of the Child to full and healthy physical, mental, spiritual, moral and social development, and to education as set out in the United Nations Convention on the Rights of the Child (CRC), in article 26.1 of the Universal Declaration of Human Rights (UDHR), in the World Declaration on Education for all and in the Millennium Development Goals. Learning to Live Together is a programme for educators (teachers, youth leaders, social workers) to nurture ethical values and spirituality in children and youth that will help them strengthen their identity and critical thinking, ability to make well grounded decisions, respect and work with people of other cultures and religions, and foster their individual and collective responsibilities in a global community. Learning to Live Together is built in two modules, “Understanding Self and Others” and “Transforming the World together”. It is based on four ethical values: respect, empathy, responsibility and reconciliation. The learning process focuses on methodologies based on experience, cooperation, problem solving, discussions and introspection. Additional materials and versions in other languages are available at http://www.ethicseducationforchildren.org
Maligned wolf Pdf document that uses the telling of "Little Red Riding Hood" and "The Maligned Wolf" to help children (grades K-8) see both sides of every story.
Practicing peace: A peace education module for youth and young adults in Solomon Islands: 4th draft 99-page word document developed "to help people resolve interpersonal and inter-group conflict through productive and peaceful strategies, and to teach young people how they can participate in public life. The module is intended for use with youth and young adults in community and school settings in Solomon Islands." Skill areas include: Understanding rights and responsibilities; Understanding cultural diversity; Restorative justice and reconciliation; Gender relationship skills; Ability to live with change; Leadership qualities Conflict prevention; Traditional definitions of peace; Understand[ing] interdependence between individuals and society and Respect[ing] different cultures."
Celebrating African American/Black leaders in history: Their religions and their legacy 16-page PDF lesson plan in which students, (grades 6-12) are "introduced to several Black and African American leaders and learn about the influence of their religious beliefs on their activism and contributions to society. Students will learn biographical, historical and religious information associated with these leaders, peer-teach their findings, and gain a greater understanding of the overall historical context of their work through creating a class timeline."
Immigration & me: Lesson & activity excerpted from the Tanenbaum curriculum passages to immigration 3-page PDF lesson plan in which students (grade 2-6) interview family members to investigate their immigration story and discover where family traditions came from.
Learning to live together: Building skills, values and attitudes for the 21st Century 167-page pdf study which, "represents an attempt to interpret the aim of ‘learning to live together’ as a synthesis of many related goals, such as education for peace, human rights, citizenship and health-preserving behaviours. It focuses specifically on the skills, values, attitudes and concepts needed for learning to live together, rather than on ‘knowledge’ objectives. The aim of the study is to discover ‘what works’ in terms of helping students learn to become politely assertive rather than violent, to understand conflict and its prevention, to become mediators, to respect human rights, to become active and responsible members of their communities—as local, national and global citizens, to have balanced relationships with others and neither to coerce others nor be coerced, especially into risky health behaviours ... The recommendation emerging from the study for national policy-makers and curriculum specialists is that a core national team of educators committed to the goals of peace-building, human rights, active citizenship and preventive health should be created, in order to put together and pilot test materials and methodologies related to these goals."
Ideas for human rights education 24-page PDF report of a project whose primary aim, "was to document good practices in human rights education across the school sectors in Victoria, and to disseminate interesting and innovative ideas from which schools and teachers can draw, according to their local needs and issues. This resource has three sections entitled Lesson Sparks, Whole School Organisation and Activities and School and Community Partnerships. The activities in each section are not prescriptive, and this resource does not attempt to provide a full curriculum for human rights education. Rather, it is intended that the suggested activities will confirm many current practices in schools as contributing to a human rights agenda, and act as springboards for further ideas for human rights education for schools and their communities."
Hip-Hop artists: Lesson and activity excerpted from the Tanenbaum curriculum COEXIST 5-page PDF lesson plan in which students (grade 6-12), "will learn about stereotypes as well as how to identify and challenge their own biases. Students will also make connections to religion as an important aspect of identity and an influence within the realm of Hip-Hop."
Flash judgements Pdf document with exercise related to forming judgements based on appearance.
Teachers Without Borders Dr. Joseph Hungwa Memorial Peace Education Program This 300+ page guide provides a full professional development curriculum in peace education. It was developed by Teachers Beyond Borders. The goal is to bring Peace Education to new audiences around the world. The program is divided into three units, which progress on a continuum from theoretical to practical. Unit 1 provides the history of peace education, a selection of definitions, an overview of the key thinkers in the peace education field and the core concepts. Unit 2 focuses on the Scope of Peace Education, reviewing different approaches to peace education, or different lenses through which peace education can be viewed. Unit 3 moves from theory to practice, addressing the pedagogical approaches to peace education and practical ways to introduce peace education into your classroom and community.
Human Rights, Conflict Resolution, and Tolerance Education Teacher Toolkit This 233-page guide, provided as a pdf, was developed by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). As the main provider of basic education to Palestine refugees, serving approximately half a million students, UNRWA has also been delivering human rights, conflict resolution and tolerance (HRCRT) education in its schools for over a decade. The HRCRT Toolkit was developed to serve as a practical tool to further strengthen the teaching and learning of human rights in UNRWA schools. It is designed to be a user friendly tool which will support the effective implementation of the HRCRT Policy, launched in May 2012. The Policy articulates UNRWA’s approach to human rights education in order to harmonize, update and strengthen it. The HRCRT Toolkit is a comprehensive and accessible resource for UNRWA’s 19,000 teachers and school management staff. It will equip them to teach human rights in a way that engages and inspires their students and to integrate human rights education into their classroom routines and curriculum subjects. Through the practical activities in the Toolkit (40 in all), teachers will be able to create a rights-based, and empowering environment for their students. The Policy and the Toolkit both seek to empower Palestine refugees, encouraging them to know and exercise their rights, uphold the rights of others, be proud of their Palestinian identity, and contribute to their society in a positive way.
Participatory Theatre for Conflict Transformation Training Manual Participatory Theatre for Conflict Transformation is a way for artists to apply their creative energy to the cause of lasting peace. This 50-page manual, developed by Search for Common Ground while working in the Democratic Republic of Congo, provides background information on the use of participatory theatre as well as workshop and presentation strategies honed in more than 600 performances in front of more than 500,000 spectators.
Hip-hop lyrics: Lesson and activity excerpted from the Tanenbaum curriculum COEXIST 6-page PDF lesson plan to help students (grade 6-12), "learn about Hip-Hop as a form of communication and activism. Students will also learn how to critically read lyrics and how to identify bias or influence in an author’s writing,"
Youth4Peace Training Toolkit The Youth4Peace Training Toolkit that will guide you through the concepts and practice of delivering educational activities on conflict transformation, peacebuilding, and the creation of peaceful narratives. This toolkit has been developed for beginners and intermediate youth trainers and educators in the field of peacebuilding and we hope that this is going to be a useful tool for you to start or further implement educational programmes on peace and transforming conflicts and narratives targeting youth through non-formal education.
Practicing peace: A peace education module for youth and young adults in Solomon Islands: 4th draft 99-page pdf document developed "to help people resolve interpersonal and inter-group conflict through productive and peaceful strategies, and to teach young people how they can participate in public life. The module is intended for use with youth and young adults in community and school settings in Solomon Islands." Skill areas include: Understanding rights and responsibilities; Understanding cultural diversity; Restorative justice and reconciliation; Gender relationship skills; Ability to live with change; Leadership qualities Conflict prevention; Traditional definitions of peace; Understand[ing] interdependence between individuals and society and Respect[ing] different cultures."
Teacher insights from an intercultural peace curricula development project 25-page PDF article from the Interamerican Journal of Education for Democracy, vol. 2, no. 2. September 2009. Abstract: "Data garnered from an eight month critical ethnographic action research project tells a story of prejudice and discrimination in a white, Euro-American dominant context at Junction High School in the U.S. Midwest. However, counter-normative efforts aimed at transforming the situation for newcomer students were conducted by both the researcher and a group of teachers who developed and implemented intercultural peace curricula. White, Euro-American constructions of “others” and teacher reflections on their engagement in the process are presented in this article. The article aims to provide a case study and to encourage deeper dialogue on intercultural peace education in schools for achieving an authentic democracy."
Fitting in: Lesson and activity excerpted from the Tanenbaum curriculum passages to immigration 6-page pdf lesson plan which explores the ideas of home, belonging and fitting in, for grades 1-6. Activities include, "The Sharing Circle," "I am, we are poems" and "Unity and diversity circles."
Fostering Dialogue Across Divides This 183-page pdf from the Public Conversations Project (PCP) provides their definitive guide to conducting successful dialogues on the most heated topics. The guide is based on PCP's experiences working in many different settings and on a wide range of topics, including abortion, foresting practices, the Israeli-Palestinian conflict, sexual orientation and the teachings of Christian scripture, the war in Iraq, interfaith and interethnic relations, and social class differences. Chapters 1 and 2 provide an overview of PCP’s ways of thinking about dialogue and their core principles and practices. In Chapters 3 through 6, they offer specific advice on each phase in the dialogue process. And in Appendices A through C, they present detailed sample formats, questions, invitations, and handouts that exemplify the principles and practices described in the body of the document. Note: This guide is also available in spanish via www.publicconversations.org/resources/guides
Navigating the Unchartered Waters of Cross-Cultural Conflict Resolution Education It is the author's view that conflict resolution educators should in part draw from participants' real-life experiences in order develop more culturally appropriate conflict resolution processes (an elicitive approach). Additionally, trainers should hold their knowledge lightly, and elicit conflict-resolution strategies from the group. This dialogical approach allows local and introduced knowledge of conflict resolution to permeate each other in dialogue, thus developing dynamic ways to deal with conflict. In this model, the students become the teachers and vice versa, as problems are explored and concepts are developed as a group. The author also advocates the use of local co-facilitators to establish trust in the local capacities for peace. Participants and trainers alike gain the opportunity to further develop conflict resolution practices that are rooted in their own experience but enhanced by the knowledge of others.