Compare And Contrast The Multicultural And Anti-Bias Approach

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International research evidence confirms the importance of addressing the issues of diversity and equality in ECCE (Woodhead & Brooker 2008; Mac Naughton 2003, cited in Mhic Mhatuna & Taylor 2012, p. 279). This assignment will critically compare and contrast the multicultural and anti-bias approaches, additionally, it will explore how research and children’s funds of knowledge influence how diversity is addressed in ECCE. The multicultural approach initiated in the 1960’s in the UK to support inclusion of new immigrant communities. This approach acknowledges the ne ed for recognition and celebration of different cultures, with a focus on ‘cultural diversity’, specifically the minority culture. Using a touristic approach, in which cultural aspects such as food, dress, language and festivals are, celebrated (Murray et al., 2010, p.44). In contrast, the anti-bias approach was developed specifically for early childhood education by Louise Derman-Sparks and the ABC Task Force (1998). This approach goes beyond ‘culture’ as a main focus; and believes that celebrating diversity i.e. through festivals is not sufficient, rather it covers all aspects of diversity including gender, disability, GLBT, religion and class etc. and addresses both minority and majority groups (Murray et al., 2010, p.47). The multicultural approach leans into a reforming curriculum, which seems to be an increasingly popular approach in many services in Ireland. This may include a cultural day/theme

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