Critiquing Books for Bias and Stereotypes

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StartSeeingDiversity-PhysicalAbilityandCharacteristics.pdf

EDUC6357: Diversity, Development, and Learning “Start Seeing Diversity: Physical Ability and Characteristics”

Program Transcript

FEMALE SPEAKER: Bias based on physical disabilities or characteristics, or ableism, is any attitude, action, or institutional practice that subordinates people because of a disability or other physical characteristic. In our program, one day, a group of children were playing with picture cards. And one child said--

FEMALE SPEAKER: "People in wheelchairs can't be mommies."

FEMALE SPEAKER: The teacher asked, "Why do you think someone in a wheelchair can't be a mommy? What is this woman doing to take care of the baby? How is it like something a mommy might do?" The teacher then suggested simple research to provide further information. Let's look in our books and see if we can find other people in wheelchairs taking care of children. Children can also broaden their knowledge by sorting pictures into different categories. This set of pictures shows people with disabilities in active roles in their homes.

We also challenge bias about physical characteristics by providing images of lots of different body types. While grouping pictures into family and friendship groups, a child said, "Ooh, he's fat. I wouldn't be friends with a fat person." The teacher responded, "People come in many shapes and sizes. I have friends who are fat and friends who are thin." This simple comment made a direct positive statement about diversity and used a teacher herself as a model of other possible ways to think about difference.

Children's books are another important tool in an anti-bias approach. Some stories model anti-bias behavior or provide opportunities for children to think about how they can act against bias. In fact, Fat Rose Marie, a child is teased about her size. She is supported by her friend who takes action against the teasing. Teachers ask questions to help children think about what happened in the story.

FEMALE SPEAKER: What do you think about what Rose Marie's friend did? What else could she have done? What could you do if someone teased your friend?

FEMALE SPEAKER: This process empowers children to take action themselves by giving the message that responding to bias is important. It models cooperative problem solving and creates concrete suggestions for what to do. The same kind of work can be done with stories that teachers create or adapt from classroom events using puppets or dolls to act out the story. Children can brainstorm ways

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to help the puppets address the bias they face. The Streets are Free, which tells the story of a community taking action to create a safe place for the children to play, inspired the children in our center to take action on their own behalf.

They felt that the lunch service was unfair because there was no extra food if someone spilled something. They wrote letters and drew pictures expressing their concern. Then they called the lunch service and requested a meeting at which they presented their letters. Their concerns were heard and the meals improved. As often happens, however, one anti-bias issue led to another. When this child, the biggest in the class presented his letter, the man said, "I can see why you want more food." A lot of the children laughed. The adults were so stunned we didn't do anything. This story makes a great discussion starter for children or adults. What could we have done in the moment or later to support this child and counter the bias?

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