Select a piece of children’s literature, young adult literature, an informational article, or a textbook used in classrooms. You can find the reading material or text in your own collection, at your local public library, or online as an e-book. Using the “Guide for Selecting Anti-Bias in Children’s Books,” evaluate the selected reading for bias.
Guide for Selecting Anti-Bias Children’s Books – Teaching for Change
In a 250-500 word matrix, conduct a text analysis using the article’s nine guidelines to identify bias in your selected material. In your analysis, assess the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. Additionally, explain how you applied each guideline to evaluate the text for bias in order to create more relevant learning experiences for all students.
Following the text analysis matrix, in 150-250 words, describe where you think the text falls on the cultural competence continuum and why. Reflect on what the text or analysis revealed about your own personal biases. Include at least two resources to help deepen your own understanding of cultural, ethnic, gender, or learning differences. Identify the action steps for competently and respectfully addressing student performance issues that may appear to be affected by individual and cultural differences.
However, in line with Sartori’s (1970) assertion that “the rules for climbing and descending along a ladder of abstraction are thus very simple rules ….We make a concept more abstract and more general by lessening its properties or attributes …” (p. 1041), the definition by the trio, may have lost one of the core ingredients of terrorism – the psychological impact. The trio had, however, explained that the reduction in salience accorded the psychology element, is not unconnected to the temporal differences from Schmid’s study. They also suggested that the writers of the published articles, which they used for their study may have adopted definitions that reflected the expressions of fourth wave terrorism, as opposed to third wave terrorism, which was in operation during Schmid’s study.
Furthermore, the authors had also noted that the country of origin of journal contributors also played a role in their choice of definition elements. For example, an examination of the “civilian” and “fear” definitional elements by authors from Middle East (ME), Western Europe (WE) and North America (NA) showed marked differences. While experts from the ME had a 0% civilian component, 50% included fear in their definitions. Contrarily, WE and NA authors had a 40% and 20% civilian element and 20% and 17% highlighted the fear component respectively. This to some extent confirms Drake’s (1989) assertion regarding the nature of the definition of terrorism, when he argued that no singular definition can sufficiently capture the meaning of the word. Thus, the word is open to the subjective interpretations of speakers depending on their cultural, political or social leaning (p. xiv).
Richard (2014) study approached terrorism as a mode of violence, appropriated by different groups, states, and ideologies. His definition of terrorism is a product of three key assumptions:
a. No act of violence “is in and of itself inherently terrorist” (p. 222).
According to the author, terrorist’s events are products of a host of violence-based techniques such as bombing, kidnapping for ransom, theft, hostage taking, and more. These approaches are not unique to terrorist organisations, but are also employed by different groups, from social movements to ‘legitimate’ states. However, the techniques adopted become terrorist, only when layers of meaning are applied.