Theanti-racist curriculum is part of a widersocial constructivist movement in the various societies of theWestern World, where many scientific worldviews are seen as manifestations of Western cultures who enjoy a privileged position over societies from the "Global South",[3] along with claiming that there is asociocultural aspect to education, i.e. that the studies of these subjects in Western societies have usually exhibitedracial andcultural bias,[4] and that they focus too much on "dead white men", especially in mathematics.[5][note 1]
The anti-bias curriculum is seen by its proponents as a catalyst in the critical analysis of various social conditions. It is implemented with the intent of reducing social oppression with the ultimate goal of "social justice" in mind.[1]
Margaret Thatcher, in a speech made during theConservative Party Conference of 1987, referred to "hard left education authorities and extremist teachers" teaching "anti-racist mathematics—whatever that may be."[6][7] and later on in 2005,Fox News carried a story detailing "The 'anti-racist education' program in place atNewton Public Schools."[8]
The articleThe Politics of Anti-Racist Mathematics byGeorge Gheverghese Joseph goes through many different assumptions made by teachers of mathematics that can have a negative effect on students ofethnic minorities.[5] An anti-racist approach tomathematics education could include any or all of the following:
The avoidance of racial stereotypes or cultural bias in classroom material,textbooks, coursework topics and examination questions. For example, a wide range of names from various ethnic backgrounds might be used inword problem questions.[10]
American mathematics instructor Shahid Muhammed has suggested that poor mathematics performance amongAfrican Americans is linked to higher anxiety caused by negativestereotyping, as he states that many associate mathematics withmiddle-classwhite people.[11]
There has been criticism of aspects of the anti-bias curriculum.Eastern Washington University professor Deirdre Almeida has stated that most anti-bias curricula omit the contributions of non-African ethnic groups, such asNative Americans,Inuit andAlaska Natives. Almeida has claimed that portrayals of Native Americans in anti-bias material conflate actual aboriginal practices with invented, obsolete or erroneous ideas about Native American culture.[12]
University of Tennessee professor J. Amos Hatch has claimed that some anti-bias curricula can be construed as actively or passively adopting anreverse discrimination oranti-European/western racial bias, seeking to minimize contributions of ethnic Europeans in favor of other ethnic groups. Hatch has stated that this ideology has produced "anti-bias" curricula that are overtly biased against people of European descent or in favor of people of African descent.[13]
^Thatcher, Margaret (9 October 1987)."Speech to Conservative Party Conference". Margaret Thatcher Foundation.Archived from the original on 26 February 2020. Retrieved4 May 2015.And in the inner cities—where youngsters must have a decent education if they are to have a better future—that opportunity is all too often snatched from them by hard left education authorities and extremist teachers. And children who need to be able to count and multiply are learning anti-racist mathematics—whatever that may be.
Anti-Defamation League. (1999). What is Anti-Bias Education?. Retrieved on November 6, 2004
Biles, B. (1994). Activities that Promote Racial and Cultural Awareness."Archived copy"(PDF). Archived fromthe original(PDF) on 2004-11-14. Retrieved2004-12-11.{{cite web}}: CS1 maint: archived copy as title (link). Retrieved November 6, 2004, from Family Child Care Connections, 4(3)
Derman-Sparks, L. (1989). "Creating an Anti-Bias Environment" Chapter 2, inAnti-Bias Curriculum: Tools for Empowering Young Children. New York, NY: National Association for the Education of Young Children.
Bartlett, Lesley and Marla Frederick, Thaddeus Gulbrandsen, Enrique Murillo. "The Marketization of Education: Public Schools for Private Ends." Anthropology & Education Quarterly 27.2 (1996): 186–203.
Ferguson, Ann Arnett. "Bad Boys: Public Schools in the Making of Black Masculinity." (2000): 592–600. Ann Arbor: University of Michigan Press.
Osborne, A. Barry. "Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized." Anthropology & Education Quarterly 27.3 (1996): 285–314.
Van Ausdale, Debra and Joe Feagin. "What and How Children Learn About Racial and Ethnic Matters." The First R: How Children Learn Race and Racism. (2001): 175–196. Maryland: Rowman & Littlefield.
