World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
Entry ID: AF97-2
COUNTRY: South Africa
Permission
YEAR: 1997
LANGUAGE: a
TITLE: Shifting Paradigms: Using an anti-bias strategy to challenge
oppression and assist transformation in the South African context
$10
AUTHOR/DEVELOPER:
Koopman, A, in consultation with Robb, H., Early Learning Resource Unit
CONTACTS/AVAILABILITY:
 Early Learning Resource Unit (ELRU) http://www.elru.co.za/home.asp
Freda Brock (director) freda@elru.co.za
Pat Birkett (Inclusion) inclusion@elru.co.za
Address:
19 Flamingo Crescent
Lansdowne
7780
Cape Town
South Africa
Telephone: +27 21 762 75 00
Fax: +27 21 762 75 28
[General Description of the Material]
Shifting Paradigms is an anti-bias resource book for trainers, teachers, social workers,
community workers and others who work in educational settings. This resource book is full of
practical ideas of how to implement an anti-bias strategy in an effort to achieve meaningful
change. It includes articles explaining relevant theoretical concepts, such as racism and
sexism, workshop ideas as well as a resource list of national and international organisations.
This resource book has developed out of ELRU's national Anti-Racism Training Course.
Table of Contents
Section 1: INTRODUCTION
Chapter 1: About this book
Chapter 2: About anti-bias work
Chapter 3: Reading around the issues
Section 2: RUNNIGN ANTI-BIAS WORKSHOPS
Chapter 4: Preparing for a workshop
Chapter 5: Activities: Getting going – Keeping going
Chapter 6: Activities: Exploring concepts and issues
Chapter 7: Activities: Gaining closure
Section 3: USING AN ANTI-BIAS APPROACH IN EDUCATIONAL SETTINGS
Chapter 8: Why do we need an anti-bias approach?
Chapter 9: Some ideas for an anti-bias approach to the curriculum
Section 4: COLLECTING RESOURCES
Section 5: REFERENCES
[Approach/Model Used]
WHAT IS AN ANTI-BIAS APPROACH? (From the book, p. 165)
An anti-bias approach
 Is pro-active – it assumes that bias exists and actively addresses it
 Is inclusive
 Is flexible and open
 Affirms al children and their families, cultures and their experiences
 Encourages us to be vigilant about what we do and say, and about what we don’t
do and say
 Encourages meaningful parent participation
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World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
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Sees parents as an invaluable resource in helping the school become truly
multicultural and anti-bias
Invites different cultural perspective to enter into and inform every discussion,
subject, activity and task
Regards differences as a rich resource that can enrich the educational experience
of the class and the school
Challenges any form of prejudices, stereotyping, bias and discrimination at every
level within the school and education system
Teaches children to notice and challenge unfairness
GUIDELINES FOR AN ANTI-BIAS APPROACH TO THE CURRICULUM (pp. 167-168)
 Become aware of your own ideas and attitudes toward the topic.
 Imagine how your pupils, your colleagues, the parents of your pupils or students, the local
community, broader South African society and finally, other countries might view the topic.
 Think about and research the topic and also look forward to other ideas and contributions.
Don’t “close” the subject. Remain open to further expanding your knowledge and
understanding of the topic.
 Choose stories, songs, information, books and other materials carefully. Evaluate them for
prejudice and stereotypes. Make sure that your materials reflect the broader society and
that you achieve some kind of a balance. For example, don’t’ have all the pictures showing
men hanging up the washing.
 Aim to give children a broad and representative experience of both their immediate
environment and the greater environment.
 Make sure that language doesn’t create barriers for any child or parent.
 Make an effort to include languages other than the language of learning (language of
instruction) in some way.
 Have an inclusive approach. Make sure that each child feels there is ‘space’ available to
make her/his contribution.
 Don’t reinforce stereotypes. For example, “Indians always eat curry. They always eat with
their hands.”
 Enable and encourage children to learn about other cultures, lifestyles and world views.
Teach them to accept and respect differences.
 Foster curiosity and the desire to explore and grow.
 Model democracy. Involve children in decision-making. Encourage them to act n their
choices (where possible).
 Provide opportunities for individuals and group problem-solving.
 Develop critical thinking.
 Teach children to notice and challenge unfairness.
 Develop a habit of being self-critical, while at the same time not being afraid to make
mistakes. That’s how we learn.
 Try to organize a support group where you can discuss your ideas, your successes,
failures and frustrations.
 Try to develop a team approach at your workplace. Avoid becoming isolated.
 Work out ways of keeping parent informed, and, hopefully, involved and supportive.
 Don’t forget to keep every aspect of your teaching in mind: all the different work and play
areas both inside and outside of your classroom (for example: visual displays, book
areas/shelves, parent noticeboards) and all the different activities (for example: music,
stories, rhymes and poems, discussions, maths and science activities, special events).
TARGET:  policy makers  school administrators  preschool teachers  primary ed
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World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
teachers  secondary ed teachers  higher ed teachers  sped teachers  pre-service
teachers  related service providers  families  students  community members
TOPIC:  introduction/philosophical understanding of inclusive education/getting started 
effective teaching/assessment strategies  challenging behaviors  team work, collaboration
 family/community involvement  networking  developing policy  dealing with change 
HIV/AIDS  advocacy/leadership skills  others
PHASE:  awareness raising/introduction/advocacy phase  on-going support  followup/monitoring  others
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