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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
Standards for Peace Education 11-page pdf provides a list of recommended standards for students, teachers and teacher educators with respect to peace education. They were developed under the leadership of Dr. Candice C. Carter from the University of North Florida during her global and domestic work with peace educators and peace education researchers. These dynamic standards have been used for students in all levels of education as well as for program design. Suggestions for, and outcomes of, their use in particular cultures and contexts are welcomed.
Creating Spaces for Dialogue - A Role for Civil Society This manuscript is published by Global Partnership for the Prevention of Armed Conflict (GPPAC) as part of a new GPPAC Dialogue and Mediation series. The stories presented in the book are authored by GPPAC network members who initiated a conversation between communities and societies polarised and divided as a result of conflict. Each story shows how civil society plays a vital role in rebuilding trust and enabling collaborations. The authors describe how the dialogue processes unfolded, and share resulting lessons and observations. They also present their views on the questions that need to be addressed in designing a meaningful process. Is there such a thing as the most opportune moment to initiate a dialogue? Who should introduce the process? How is the process of participant selection approached, and what are the patterns of relationship transformation? Lastly, what follows once confidence and trust have been established? The stories include civil society contributions to normalising inter-state relations between the US and Cuba, and Russia and Georgia and chronicles of community dialogues between Serbians and Albanians in Serbia and Kosovo, and Christians and Muslims in Indonesia.
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.
Reaching across boundaries: Talk to create change 21-page pdf handbook which, "shows you how to conduct Mix It Up Dialogues. In the dialogues, participants will have honest discussions about social boundaries, and they will plan action projects that help cross those boundaries ... Mix It Up Dialogues aren't just about talking, however. They're also about taking action -- changing personal behaviors that may hurt or exclude others and engaging in collective projects to improve school climate."
Empowering students for just societies: a handbook for primary school teachers
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,"
Education for global citizenship: A guide for schools 12-page PDF guide which "gives children and young people the opportunity to develop critical thinking about complex global issues in the safe space of the classroom. This is something that children of all ages need, for even very young children come face to face with the controversial issues of our time through the media and modern communications technology. Far from promoting one set of answers, Education for Global Citizenship encourages children and young people to explore, develop and express their own values and opinions, whilst listening to and respecting other people’s points of view. This is an important step towards children and young people making informed choices as to how they exercise their own rights and their responsibilities to others. Education for Global Citizenship uses a multitude of participatory teaching and learning methodologies, including discussion and debate, role-play, ranking exercises, and communities of enquiry. These methods are now established as best practice in education, and are not unique to Education for Global Citizenship. However, used in conjunction with a global perspective, they will help young people to learn how decisions made by people in other parts of the world affect our lives, just as our decisions affect the lives of others."
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.
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: 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
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."
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.
Teaching about peace through children's literature 16-page PDF article in which author, Stan Steiner discusses teaching about peace and conflict resolution using children's literature. He believes that the instructor should: have more books than readers, have a wide variety of books in terms of level of difficulty, length and points of view and make sure that readers consume a number of books. Steiner mentions small group discussions vs large group discussions, providing readers with open ended questions prior to reading assignments and being open to differing points of view. The article concludes with a 10-page bibliography.
Managing interethnic relations manual 104-page manual whose purpose is to fill the informational and methodological gap in addressing interethnic relations, it also intends to combat the passive attitudes held by many regarding the improvement of interethnic relations in Georgia, the book is meant for all specialists working on the issue of interethnic relations or those intending to focus on it, includes bibliography.
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.
Reports of the activities of the Council of Europe in history teaching in Cyprus in 2004 64-page PDF report of seminars conducted by the Council of Europe in Cyprus about the teaching of history on the basis of multiperspectivity, reviewing new ways to teach history and train history teachers, review textbooks, and discuss new ways to teach history in the 21st century among other topics.
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."
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..."
Be Civil! The Search for Civility This classroom resource was developed as part of the Catholic Schools Opposing Racism (COR) initiative, which ran for eight years (2000-2008) in the Chicago Illinois area. It is part of a much larger collection of materials available at http://racebridgesforschools.com
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.