Course Number:
ECE 124
Transcript Title:
Anti-Bias Practices
Aug 09, 2022
Aug 17, 2022
Total Credits:
Lecture Hours:
Lecture / Lab Hours:
Lab Hours:
Satisfies Cultural Literacy requirement:
Satisfies General Education requirement:
Grading Options
A-F, P/NP, Audit
Default Grading Options
Repeats available for credit:

Placement into IRW 115 or WR 115

Course Description

Develops awareness of how personal experiences, belief systems, and values impact work with children and families. Examines the impact of cultural, linguistic, and class identities and histories on inter-relationships in diverse populations. Applies techniques for incorporating other peoples’ histories, values and belief systems into child-and-family-centered practices. Prerequisites: placement into IRW 115 or WR 115. Audit available.

Course Outcomes

  1. Identify the influences on self-identity, including culture, race, language, gender, sexual orientation, physical ability, and class.
  2. Recognize others’ identities as the product of cultural, linguistic and class influences.
  3. Assess cultural-, linguistic-, and class-related experiences and needs in learning communities for young children (infancy - school age) and their families.

Suggested Outcome Assessment Strategies

Assessments may include: written observations, journal reflections, service learning experience, group discussions, in-class presentations and written assignments.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Students will acquire knowledge, skills, and abilities relating to:

  • Identification of concepts such as oppression, internalized oppression, white privilege, stereotypes and biases.
  • Identity development and the affects of internalized oppression and white privilege on identity.
  • Personal identities of race, cultural, language, gender, ableism, and classism.
  • The variety of ways of how institutions oppress individuals based on culture, language, gender, ableism, and classism in the United States.
  • Personal experiences with oppression as well as the oppression of other identity groups.
  • Theories in Early Childhood and developmentally appropriate and culturally relevant practices from a social and political perspective.
  • Oppression of staff, children and families by Early Childhood institutions.
  • Becoming allies to a diverse group of staff, child and families.

Department Notes

NAEYC Professional Standards & Competencies for Early Childhood Educators:

#4 - Developmentally, Culturally, & Linguistically Appropriate Teaching Practices

Oregon Registry Core Knowledge Categories:

DIV - Diversity (30 hours)