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talking more openly and actively about disability, not glossing over it

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talking more openly and actively about disability, not glossing over it

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How can we represent identities that are not present in our student and staff population?

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How can we represent identities that are not present in our student and staff population?

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Ways that we can truly make ABE feel completely natural and not forced or feeling not genuine

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Ways that we can truly make ABE feel completely natural and not forced or feeling not genuine

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How can we represent identities that may not be present in our student or staff population?

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How can we represent identities that may not be present in our student or staff population?

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It is so important for us to acknowledge the dominant culture that exists within our school, community, and within ourselves. It is so easy for us to think of White culture as just "normal"

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when you work on one goal it moves all of them - thinking about the goals as working together and moving together was a neat way of looking at it.

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I appreciate that the chapter did a special focus on immigrant and refugee families and clear steps we can take to protect our students and their families.

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"Advancing equity in early childhood education requires understanding the ways in which historical and current inequities have shaped the profession, shaped the nation"

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In the section on microaggressions, it asks us to consider the message we may be sending to students with disabilities when we say "oh, let me help you" or "I'll do that for you". This is a microaggression because it comes with the assumption that this student is unable to complete a task independently and over time, may lead them to believe that they are not capable and are dependent on others. It is a good reminder that microaggressions are often not meant to harm others intentionally, but can have a huge impact on a person, especially over time.

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"All childhood educators have a professional obligation to advance equity...and work to eliminate structural inequities that limit equitable learning opportunities"

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"However, individualizing frequently relies on a single cultural perspective of development and does not include understanding of cultural and social influences on children's learning. "

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Which of the 4 ABE Goals for adults are you the most comfortable with?

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Which of the 4 ABE Goals for adults is the one you will have to be really intentional about to practice? Maybe isn't the most comfortable? Or something you don't do as much now?

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How do we best balance talking about current events (that kids are living through with the adults in their lives) and the heaviness of them- with ensuring that children are also seeing positive representation, examples of resistance, etc.?

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"Children learn prejudice from prejudice—not from learning about human diversity. It is how people respond to differences that teaches bias and fear."

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It is important for the adults to work on their own goals in order to be able to work together with children and families on Anti-Bias Education