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Watch the video below(7 minutes) which offers a look at the Bank Street Center on Culture, Race & Equity’s partnership with District of Columbia Public Schools to address educational disparities for African American boys. The center’s work focused on helping school staff examine their own implicit biases, stereotypes, and microaggressions and learn to shift from deficit- to strengths-based attitudes to support system level change
Reference:Benavides, V., Gordon, L., & Lamb-Parker, F. (2018). The Center on Culture, Race & Equity: A Case Study on Systemic Change. Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/faculty-staff/36
READ:D.C. Area Educators for Social Justice was established in 2017 and is “a network of educators who seek to strengthen and deepen social justice teaching. We are community of mutual support for educators to collaborate on curriculum, professional learning, and activism. We challenge systems of oppression through anti-bias, anti-racist, and multicultural education. We work with students, families, and other educators in and outside of our classrooms to create a more just and equitable world.” They have created some wonderful resources for educators on how to approach topics of social justice in early childhood classrooms. Read the Black Lives Matter 13 Principles Talking Points for Children and the “how to” accompanying guide below:
1. After reviewing the video and reading the articles above, identify 3 values or principles from the NAEYC code of ethics document being utilized. Describe exactly where you see each value/principle being used.
2. What specifically in the video or reading resonated with you-provide at least one example? Use the Preschool Guidelines Thinking Lens from chapter 3 in your analysis. What specifically made you uncomfortable-provide at least one example. Relate this discomfort to implicit bias.
Additional Notes For Success
We are using APA citations.
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