Anti-bias Curriculum - Free Essay Example

Sample details Pages: 5 Words: 1408 Downloads: 3 Date added: 2019/02/05 Category Society Essay Level High school Tags: Racism Essay Did you like this example? Anti-bias curriculum is an approach to education that presents ethical principles and moral approaches in supporting respect and inclusivity among all people. This all-embracing and all-encompassing way of teaching is essential in all schools in order to combat bias and inequality among all individuals. Anti-bias instruction can be taught to both children and adults alike, but it requires people to put their critical thinking skills to work. Don’t waste time! Our writers will create an original "Anti-bias Curriculum" essay for you Create order It is through this information that we, as human beings, can begin to battle against the thick barriers of bias, misinformation, and prejudice. I propose that Nelsonville Local Schools implement a program of anti-bias workshops on race as a point of entry for a communal respect for ourselves, each other, and all people in our world. Socio-Political Environment As our contemporary society continues farther into the 21st century, educators at all levels are working to respond to not only the educational needs of our students but also to societal needs of our people. From this societal standpoint, our world places a huge value on one’s identity. Our human history has taught us that it is a fiery conversation and often results in conflict, making â€Å"race† one of the most challenged areas of one’s identity. Race, in this way, is essentially a classification and categorization of people based on their appearance, language, and cultural traits. As we consider this knowledge, it becomes obvious that race is an incredibly complex concept in the socio-political realm. â€Å"Institutional racism,† or â€Å"systemic racism,† is a type of racism that is specifically found in various social and political institutions—including schools. Our textbook affirms, â€Å"Many incarcerated peoples of Color have atten ded under-funded and deteriorating schools, have had poor access to health care, have historically been denied mortgages and other wealth building programs, and have received inequitable treatment in every other major institution that would have given them and their children an equal starting point in life (Alexander, 2010)† (129). The authors explain that it is not an individual-based fault, but instead one of society, and the way that we break down the problem is the way that people respond to it. The author continues, â€Å"But if we perceive the problem as one of structural racism, we might change the way we fund schools, ensure that every family has affordable access to health care and social services, work to decrease racial profiling, and change the policies that allow wealth to be ever more concentrated in fewer hands† (130). I found this quote to be one of the most compelling statements in the entire text because it showcases connected issues that are affected by racism as well as different approaches to tackling this societal fault. Leaders on a federal level as well as images on different types of media coverage can impact the way that we think and feel about these issues as well. This can impact education by the stories that our students read, the images and videos that are exposed on the in ternet, and leaders who are elected to model strength and unity within our country. Even though our nation has made great strides in the right direction in terms of tackling this issue head on, racism continues to work and thrive in altered ways. Introspective Reflexivity Environment Privilege, in connection to the topic of race, can often only be offered to individuals who belong to the most dominant race. Our textbook makes an intriguing point about this topic asserting, â€Å"In other words, peoples of Color are almost always seen as â€Å"having a race† and described in racial terms†¦Ã¢â‚¬Å"Black man†Ã¢â‚¬ ¦whereas Whites are rarely defined by race†¦Ã¢â‚¬Å"a man†Ã¢â‚¬ ¦thereby allowing whites to move through society as â€Å"just people†¦Ã¢â‚¬  (126). It seems as if sometimes we feel the need to clarify if someone is a person of color or of a unique background in order to describe them accurately and completely. It is also important to consider that in addressing topics of both dominance and privilege that one might tend to mentally picture someone on a basic level to be a white person—a â€Å"normal† person. It is understood that anyone who is outside this box of â€Å"normalcy† should additionally in clude descriptions of their uniqueness and differences. This concept of privilege is especially crucial to consider when shaping young minds in the classroom, and even more so when building a â€Å"classroom community.† As a future educator, I have already seen firsthand the importance of uplifting and encouraging students to pursue their academic and professional goals. In my classroom, I plan to implement these topics in my own instruction and make resources accessible to students that address relatable concepts. I firmly believe that it is important to show students of all backgrounds and experiences how people of all backgrounds and experiences have worked together to learn about our world in order to make it a better place. However, educators must educate themselves and continue to educate themselves that they are role-models in the classroom. Our textbook affirms, â€Å"Concerns and assumptions about their abilities constantly surround students of Color. It is important to remember that these stereotypes are not just ‘in our heads’; Whites do hold these stereotypes and they do affect the way Whites evaluate peoples of Color† (136). As a white woman and a citizen of this country, I believe that it is easy to forget about these issues when teaching the state’s curriculum in the classroom at any age level. We tend to forget about our identity and the way that people perceive our identity through our language. Educators must learn and remember that internalized racism can also exist within our students. Teachers of all areas, and particularly White teachers, hold an incredibly powerful position in teaching students—specifically students of Color. Becoming an anti-bias educ ator is not a â€Å"quick-fix† or something that one is able to understand through reading a book or attending a seminar. It is through this reflective, life-long process of defining one’s own positionality and biases at the core in order to impact students on a plethora of levels. Becoming an ant-bias educator means that one is truly able to become an ally for all students collectively, and become part of a community of supporters in this focus. School, Curriculum, Pedagogical Environment As we keep these issues in mind, I wholeheartedly believe that the center of our focus when addressing these issues should begin in the classroom. Not only should teachers empower students from backgrounds different from their own, but they should also include their voices in these conversations. Educators need to allow students to educate each other by initiating and intertwining these conversations into curriculum-based instruction to validate their ways of thinking. However, when thinking about how to do this as a white teacher like myself in a classroom full of students, this can sometimes be difficult. This mission may seem like a simple one from an outside perspective, but this can be challenging and require great courage. As a school system it is absolutely necessary that we, as a teaching team, reflect students’ identities through our curriculum as our curriculum reflects our students’ identities. Our textbook addresses the central differences to mainstream ways of multicultural education against that of antiracist education, and which action does more work in addressing the issue at its core. Our textbook states, â€Å"Antiracist education deliberately goes beyond the celebrating approach most common to most multicultural programs†¦Anti-racist education seeks to interrupt these relations by educating people to identify, name, and challenge the norms, patterns, and institutions that keep racism in place† (142). This is a notable distinction because as educators, we are taught to include resources that relate with not only students in our classroom but also students in various parts of the world. This is important for educators to consider because my implementing anti-racist education within our learning environment, we are addressing this issue at its core rather than coming up with ways to work around this fault. As an educational professional, I again, propose the absolute importance of sharing and interacting with these ideologies through discussions and programs within our schools. These programs should be available to not only our staff employed at Nelsonville-York Local Schools, but also to the guardians of our students and the individuals in our community as an entirety. Ultimately, these conversations and learning environments will not only further analyze racism in education but also provide our society with the tools that we need to liberate perspectives of all kinds.

Should the Drinking Age Be Raised to 21 - 785 Words

Should the drinking age be raised to 21? Teenagers between the age of fifteen to eighteen are drinking an average of nine to eleven cans of beer per week. They will ruin their lives if they dont cut down on the alcohol. Should this be enough to raise the drinking age up to twenty-one? Teenagers do not understand how dangerous alcohol can be. BBC News proved that the UK has one of the worst problems in Europe, with a fifth of children aged eleven to fifteen drinking at least once per week. There is evidence that teenagers are drinking an average of forty-four bottles of wine or one hundred and seventy seven pints of beer in a year. Articles in the Telegraph show that there are one hundred and ninety thousand, fifteen to sixteen years†¦show more content†¦The article from the Sun Newspaper shows a good example of how bad teenagers want alcohol they they take an innocent mans life just to get drunk. Arguments conflict of how you are allowed to get married, have a job and have a child but you are not allowed to have a drink of alcohol at sixteen. I totally agree with the law been made that you should not be allowed to drink alcohol at sixteen as teenagers are still to immature and abuse alcoholShow MoreRelatedThe Legal Drinking Age Should Not Reflect Today s Societal Values And That The Legislations Liquor Act 20071285 Words   |  6 Pagesthe laws related to the legal drinking age does not reflect today’s societal values and that the legislations ‘Liquor Act 2007 No 90 (NSW) Part 7 Division 1 Sections 117 116’ should be reformed to raise the drinking age in Australia from 18 years of age to 21. Through surveying different age groups and socio-economic backgrounds of society, information has been gathered to demonstrate that the current laws do not reflect society’s opinion on the legal drinking age in Australia. Research suggestsRead MoreThe Legal D rinking Age Should Not Be Lowered988 Words   |  4 PagesThe Legal Drinking Age Should Not Be Lowered There are copious amounts of people who believe that the legal drinking age should be lowered to eighteen. Others think the drinking age needs to remain the same. A few of those also conclude the legal age of adulthood should be raised to 21. The belief is if the adolescent brain has not matured enough to support alcohol use by age 21, it cannot make the responsible decisions required at 18 years of age. Voters should make the decision toRead MoreThe Minimum Drinking Age Act1700 Words   |  7 PagesMinimum Drinking Age Act made all 50 states raise the legal drinking age to 21(Dejong). The debate is on whether the age should be lowered or not. Statistically, having the age at 21 has been very helpful in keeping the nation safe. If there is not an issue with age now, would it make sense to lower the age and create unnecessary problems? In this case, the negative effects outweigh the positive. Simply because there is no good in lowering the age. The legal drinking age ha s been set at 21 for 30Read MoreThe Legal Drinking Age Should Be Lowered From The Age Of 21 Essay980 Words   |  4 Pagesconsidered â€Å"adults† cannot even make their own decisions? The drinking age on alcohol is a controversial social and cultural issue in today’s society; all fifty states have a minimum drinking age of 21. The legal drinking age should be lowered from the age of 21 to 18 allowing young adults to be granted the right to drink in restaurants, bars, at social events, in the comfort of their own home, and so on. If anything, lowering the legal drinking age would have a positive impact on the United Sates economyRead MoreThe Debate Over The Drinking Age1025 Words   |  5 Pageshave always wondered why the drinking age was raised to twenty-one. I have looked and researched the following information but still don’t have a true explanation as to why it was raised to the age of twenty-one. The movement called Amethyst Initiative began recruiting university presidents to provoke national debate about the drinking age. College Presidents from about 100 of the nation’s universities, are calling on law makers to consider lowering the drinking age from twenty-one to eighteen byRead More The Drinking Age Should NOT Be Lowered Essay1006 Words   |  5 Pagesminimum legal drinking age. Choose Responsibility, a group founded by John McCardell, proposes that upon completion of a 40 hour course to educate young people about alcohol, 18, 19, and 20 year old people should be licensed to drink. The Amethyst Initiative, part of Choose Responsibility, is a petition to Congress to rethink the minimum legal drinking age. Several college leaders have signed this petition in the belief that lowering the minimum legal drinking age will reduce binge drinking on collegeRead MoreBang! A Soldier Just Got Shot, And Most Likely P Never1676 Words   |  7 Pagesfreedom of drinking? The drinking age was moved to the age of 21 in 1984 due to many drunk drivers. Now I think everyone gets the point not to drink and drive due to the serious consequences. If we lowered the drinking age underage drinking wouldn’t be as big. More money for our government will be made, therefore we can buy and reproduce more goods. The drinking age should be lowered, because it will stop binge drinking, you are considered an adult at age 18, and it helps colleges. Binge Drinking is whenRead MoreTempest in a Bottle Essay732 Words   |  3 Pagescollege students drinking have been a longstanding problem in the American culture. They look at drinking as something glamorous, and I am here to say that I feel the drinking age should be higher. Just because at the age of eighteen you are a legal adult and can do adult things like vote, smoke, marry, drive, fly, pay taxes, take out loans, hold public office, serve on a jury, and fight for their country doesn’t mean you should have a drink. My first reason on why the drinking age should be higherRead MoreDrinking Age1012 Words   |  5 PagesDrinking Age The drinking age was moved from 18 to 21 for a reason. The higher drinking age of 21 has saved many lives, helped reduce the amount of underage drinking, and therefore should not be lowered. Many studies from a large variety of sources have proven higher drinking ages have a positive effect on society. Alcohol is harmful to the development of younger people. Research has shown that an adult is less likely to bingeRead MoreLowering Legal Drinking Age Essay1417 Words   |  6 PagesLowering the Drinking Age Half the United States population starts drinking at the age of 14.When you are 18 you have privileges like joining the army. (Mitch Adams Lowering the drinking age page 1) You can go to war and die for your country but you still can not enjoy an ice cold beer. (Mitch Adams Lowering the drinking age page 1) How is being 21 different from being 18? How does three more years of not drinking make you mature enough to drink? The longer you drink the more you start to

Amman, Jordan free essay sample

Amman, Jordan is my home. Until I was 15, I lived in an environment filled with joy, with friends, with luxuries, and with freedom; I enjoyed every second of my life and did not worry about school during the years I studied in Jordan. Because I seldom studied or worked hard in school, my grades suffered and I found myself in difficult situations. I needed to be motivated to do homework, to go places or to meet people I wasn’t interested in – sometimes, even to get out of bed. As time passed and I entered the upper grades of the Amman IB School, my parents and teachers began showing serious concern about my poor performance. I needed to do well in school and to learn much in order to get into a good college and earn a degree in Business Administration, my first choice to study in college. At the same time my parents realized that I was becoming too dependent on them, on my brothers, on my friends, even on my teachers. We will write a custom essay sample on Amman, Jordan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So for three straight years, I attended the six-week Culver Summer Camps in Indiana. I learned a lot through going there each summer; I especially learned how it felt to be independent and responsible by flying overseas alone. I enjoyed feeling the confidence I gained from doing well outside the comforts of my life in Amman. But summer camp didn’t do much to improve my academic performance. Halfway through my freshman year, I was drooping badly; my grades and my effort were falling steadily. My parents felt I needed to change 180 degrees, so they decided to send me to the Culver Academies for boarding school. They knew I would benefit there; they knew I would enjoy it there as I had enjoyed it in summer camp. As the last weeks of March passed, and the application materials from Culver started drizzling in by mail, by fax, and by email, I got excited about attending. At another point, though, I grew worried and disheartened because I knew that I would miss my friends and mig ht not see some of them again. I wondered how I was going to survive three years away from home. The fun days were over. I was off to boarding school. When school started, discipline, responsibility, team work and hard work came down to me pretty fast. I knew I had to change; the difference between what I did when I was home in Amman and what I did here at Culver was immense. I had to be more independent, more aware of everything I did and was supposed to do – I knew I faced difficult consequences when I did wrong. Over time, I realized that my life has been changing by the hour, changing in the effort I have put forth, in the responsibilities I’ve faced and fulfilled, in the discipline I’ve learned, in the risks I’ve taken to grow and learn in any ways I can. I became more aware of life, more familiar with both Jordanian and American cultures, as well as with those of students from Mexico and China and Korea and Taiwan and Croatia and Honduras. At first, I couldn’t imagine why my father would be hollering at me. Was it because I did something wrong the night before? Was it because he got a phone call from school? Or was it because I’ve mistreated my mother the night before? What he was yelling about was my indifference towards studying, the way I didn’t care about the future, and the way I wasn’t responsible enough to go out to some places. This all bit me at the end, with what my dad used to tell me and encourage me turned out to be real. After coming to the Culver Academies, I have learned to be responsible, to be disciplined, and to be engaged with other people and with my own goals. Culver has not only taught me content and subject matter, but also how to learn, how to study wisely, how to understand better, and how to help myself succeed by using school resources like the Writing Center and the library’s technology networks. Now, as I realize that it has all turned out to be real, I see that coming to Culver has made all the difference. I am not as I was three years ago; I am now motivated to work hard and to be responsible for my actions, my goals, my future.

Save The Animals! Essays - Animal Welfare, Animal Rights, Animal Law

Save The Animals! Do you have any idea how many animals are killed each year just so we can have little things that we do not need and that are not necessities? Too many to put it lightly. Almost 2 million animals are killed each year for their fur, for usage in experiments, and for decorations for humans! Not only is that cruelty to animals, but that is inhumane and should be unconstitutional! That is an outrage! In 1998, over 10,263,600 animals were sold for experiments in Japan. These animals include 20,000 dogs, 2,000 cats, 1,600 monkeys, 160,000 rabbits, 80,000 hamsters, 3,000,000 rats, and 7,000,000 mice. Japan does not have national level control. We need to find an alternative to murdering these helpless animals. In the year 2000, over 5,300,000 animals were imported to Japan for their fur. These animals include 600,000 minks, 400,000 foxes, 3,000,000 rabbits and 1,300,000 goats and sheep. One method of killing these poor animals is that they are caught, bred, and killed. They normally only live six months which is not good enough. They should be able to live full, free lives without the worry of being hunted and killed. Other methods of killing these animals are very cruel, such as electrocution of anal. We need to stop killing these beautiful creatures just for their fur when we can use the alternatives such as fake fur. They deserve to live full lives like God intended them to. They deserve better than this cruelty. Too many animals are also killed for decorations for humans. Turtles, elephants, and tigers are killed still alive. That is absurd! We can find other alternatives rather than harming these glorious creatures for our benefit. What is the benefit in losing things that God created? He made these animals for a reason and if he wanted them to die, he would take them when he thinks they are ready, not when we decide we want such things as a coat! Altogether, over 15,563,600 animals are killed each year for their fur, experiments, or to make decorations! That is over 15,563,600 too many! If we do not stop this insanity, many animals might become endangered and some may even become extinct! They have just as much right to live on this earth as we do. They are part of the circle of life just like us humans. Even though you may think we are superior beings you are wrong, because we are equal to every other living thing. It is wrong to kill any living thing, it even says so in the Ten Commandments! It does not say that it is okay to kill anything but humans, it says, Thou Shall Not Kill and we should not harm magnificent creations of our own Mother Nature which without her we would not be here anyway. Too many animals are being harmed and even killed for our benefit and we need to stop this before it gets even more out of hand. You can help make a difference. Animal Science