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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
Tolerance: the threshold of peace: A teaching/learning guide for education for peace, human rights 42-page PDF document which was "prepared to serve as an introductory resource material, to provide some understanding of what is involved in and required of education for tolerance. It provides a statement of the problems of intolerance, a rationale for teaching toward the goal of tolerance, and concepts and descriptions for identifying both the problems and the goals ... Each chapter of the guide comprises material that can be used for study and discussion on issues of tolerance and peace. Organizations, groups and formal classes of secondary level and above can explore together the issues raised and problems identified..."
Peace Education Online Learning Module - UNESCO Education Server This modular online learning unit on Peace Education is available via the international UNESCO education server D@dalos dedicated to civic and peace education. The content was developed by the Institute for Peace Education in Tübingen, Germany. Main sections include: What is Peace Education?; What does Peace mean?; Why do we need Peace Education?; What do Peace Educators do?; and Peace Education and Fair Play. Includes a section on conflict analysis that provides 10 models for how to approach this task.
Juliette Hampton Morgan - "A White Woman Who Understood" The lessons in this guide build upon the life of Juliette Hampton Morgan, a white woman who lived in Montgomery, Alabama, during segregation. At a time when our nation's laws sanctioned, and in many ways mandated, white supremacy, Morgan challenged racism among her white peers. She was an ally -- someone who supports and stands up for the rights and dignity of others -- and her story provides a powerful roadmap for today's students. This guide contains three lesson plans appropriate for grades 9-12 that meet academic content standards for U.S. history, language arts and visual arts. These lessons can be easily incorporated into typical classroom content units. A special lesson for teachers, also included in the guide, is designed as a professional development activity and supports core propositions of the National Board for Professional Teaching Standards.
Help Increase the Peace (HIPP) Program This article from 2006 describes the Help Increase the Peace Program (HIPP), a project of the American Friends Service Committee that uses an experiential training model to teach non-violence to youth. The HIP Program is based on the Alternatives to Violence Project (AVP) that has brought Quakers into American prisons to teach non-violence.
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."
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.
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
Empowering students for just societies: a handbook for primary school teachers
Real-World Scenarios for Campus Leaders from Divided Community Project Created as part of the Divided Community Project’s Virtual Toolkit, these short hypothetical fact patterns propose several divisive incidents on college and university campuses to be used in training and discussion. The examples discuss a range of important issues. For example, how should university administrators respond to student protests against racial injustice? What role, if any, should campus police play when there is student unrest? What policies should schools consider to ensure student safety/well-being and to protect free speech on campus? These are only some of the questions that are worth discussing. The Divided Community Project encourages campus leaders to carefully think through each example, talk through the steps that one would take, consider relevant questions, and develop actionable plans.
Fall interreligious festivity feast: Autumn -- thankfulness at harvest time 7-page PDF lesson plan to introduce children to, "different traditions’ fall festivity foods and use math skills to create their own menu."
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.
The Young Peacebuilders Guide To Tackling Harmful Narratives The Young Peacebuilders’ Guide to Tackling Harmful Narratives entails a concrete step-by-step methodology and tools to support young peacebuilders in their fight against harmful narratives, as well as four concrete alternative narrative campaigns that were developed by UNOY Peacebuilders members. Rather than creating the umpteenth resource that sheds light on the issue of harmful narratives, this by-youth-for-youth guide is a collaborative document that encapsulates the work and input of 11 UNOY members who took part in UNOY Peacebuilders’ capacity development programme—Youth Promoting Peaceful and Cohesive Societies in Europe—held between April and June 2022, as well as the insights of experts in disinformation and media development at large.
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."
Peaceful Conflict Resolution Guide for Primary and Secondary Schools (Croatia) This training guide for schools consists of three primary modules: 1. damiri/ice - Conflict and Communication 2. spajalice - Peer Mediation 3. kazimiri/ice - Peer Education The guide is the result of the work on the project Peaceful Problem Solving in Schools and Trauma Alleviation, Youth for Youth - Peer Mediation, initiated and supported by UNICEF Office for Croatia in co-operation with Croatian Ministry of Education and Sports. The Project was carried out by NGO "Mali korak" - Centre for Culture of Peace and Non-violence Zagreb. In the school year of 1999/2000 it was implemented in 52 primary schools, most of which were schools of special social care in previous war affected areas. The purpose of this program model was to change attitudes, behaviors and experiences related to conflict and violence: improve coping with problem and conflict situations, develop awareness of prejudice, of one’s own rights as well as the rights of others both in those who participate in the program (students) and those who deliver it (teachers).
Companion: A campaign guide about education and learning for change in diversity, human rights ... 80-page PDF manual, "designed to help those involved in learning for democracy and learning for change. The issues it raises and the methods which are proposed have been developed as a part of the campaign, but the manual can and should be used after the formal end of the campaign ... This is not a campaign for young people. It is a campaign by young people. The slogan of the campaign "All different, All equal" combines the freedom of diversity and the equality of rights, and it reflects the Council of Europe philosophy in tackling all forms of discrimination and exclusion."
Opening the door to nonviolence: Peace education manual for primary school children Electronic version of the second edition of a teacher's guide for teaching peace education to primary school students. "Part I is designed as a training in affirmation, cooperation and communication. Part II deals with the healing of trauma; Part III is about bias and prejudices. Part IV introduces peaceful problem solving and nonviolent conflict resolving and Part V is about peaceful living. There are 20 chapters/sessions in the book, each session developed through step-by-step activities."
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
Education for LGBT Liberation activity pack The Education for LGBT Liberation pack includes information on relevant resource sites and several activities for 13+ youth exploring the Stonewall riots, the politics of Pride and the making of an LGBT history timeline.
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."
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."