Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers

Lydiah Nganga


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 theparticipating pre-service teachers’ perceptions. Responses to both pre and post-teaching open ended questions, weeklyreflective writings, evaluation of a children’s books, and notes from the researcher’s observation were analyzedqualitatively. Pre-teaching data showed that pre-service teachers had a rather superficial understanding of an anti-biascurriculum. However, post-teaching data showed that after experiencing culturally responsive curricula, pre-serviceteachers not only developed a better understanding of anti-bias curriculum, but they also gained essentialself-awareness in diversity contexts.

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Copyright (c) 2015 Lydiah Nganga

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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