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ERIC Number: EJ1157582
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1927-2677
Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers
Nganga, Lydiah
Journal of Curriculum and Teaching, v4 n2 p1-16 2015
The purpose of this qualitative study was to examine pre-service teachers' perceptions of a culturally responsive, anti-bias curriculum. Additionally, this study explored how the use of culturally responsive course work influenced the participating pre-service teachers' perceptions. Responses to both pre and post-teaching open ended questions, weekly reflective writings, evaluation of a children's books, and notes from the researcher's observation were analyzed qualitatively. Pre-teaching data showed that pre-service teachers had a rather superficial understanding of an anti-bias curriculum. However, post-teaching data showed that after experiencing culturally responsive curricula, pre-service teachers not only developed a better understanding of anti-bias curriculum, but they also gained essential self-awareness in diversity contexts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A