Anti-Bias Activity

WHO AM I?
The Board Game

 For this activity, teachers will need to construct a board game for children to use in the classroom.  To create this particular game (shown on the right), I used construction paper, a felt-tip pen, printed pictures of diverse students and families, and cards printed from my word processing program.  I added the playing pieces (donated by my daughter) and dice.  The board should be constructed simply, with a starting and ending point, and as many spaces in between as possible.  The most important part of this game is the cards.  Each card should have a question about culture or family, which the student will need to answer.  To play the game, children roll the dice and draw a card.  If they can answer the question on the card, they can move their playing piece the amount of spaces rolled (R&W, pg 193).  

The objectives of this game are to help children understand the term "culture," to identify their own culture, traditions and customs, to help students accept their own cultural identity, and to help others to learn about the cultures of their peers (R&W, pg. 193).

The best way to present this activity initially to children would be to introduce it after a class discussion about culture, tradition, and customs.  When the children have an idea about what these terms mean, they will have a much better understanding of the questions in the game.  For younger children, an adult should help manage the game by reading the cards and encouraging the children to share their home experiences.  For older children, once they begin to understand the concepts, and begin to form a cultural awareness (if they hadn't already), they will be able to play the game independently (without the help and supervision of an adult).

Since most children enjoy playing board games, I believe that they would respond positively to this game.  I tried to play this game with my daughter, and she loved the game board and the pieces.  But, as a two-year old, she didn't really understand the idea of culture.  We did, however, have a lovely discussion about people and differences. 

I chose this activity because I really appreciated the fact that this was a normal, everyday item in the classroom that reinforced multicultural and anti bias education.  This game is intended to be played daily, without any special emphasis because of a holiday or a month of cultural celebration.  This activity helps support the idea that multicultural education should be all around--in books, artwork, the arrangement of the classroom, toys, and games.  I also like the fact that this activity helps children to become more culturally aware of themselves and others.  Children can learn a lot from each other, if given the chance.

According to Stacey York, author of Roots & Wings, the most appropriate age level for this game would be the 5 to 6 year olds.  She states that this is when children begin to understand cultural identity and enjoy exploring the cultural origins of their classmates (Roots & Wings, pg. 21).  I do believe, however, that you could probably play this game successfully with many 4 year olds and some 3 year olds.   I think if they are verbally able to express themselves, and if they have an adult to guide them, they could probably enjoy playing this game.

The themes of this activity are: Our Class, My People, Friends, Heroes and Sheroes.  Themes are a great way to organize learning in the classroom.  They provide a focus for the teacher to structure activities within the same topic to reinforce important concepts (R &W, pg. 179-180).  These themes are appropriate for creating a multicultural learning environment in the classroom.  By personalizing (OUR class, MY people, etc) it gives the students the opportunity to really learn about each other and to teach each other about their home life, language, traditions, and culture.    

This activity meets the following anti biased goals: (Goals for Anti-Bias Curriculum, pg. 1)

• Recognize, appreciate, and respect the uniqueness, beauty, value and contribution of each child.
• Foster positive self-esteem and a positive self-concept in children.
• Teach children about their own culture.
• Introduce children to other cultures.
• Promote respect towards others.
• Provide children with a positive experience exploring similarities and differences.
• Encourage children to respect other cultures.
• Increase children's ability to interact, talk and play with people who are different from them.

By having the students teach their classmates about their own culture (through playing this game), they are able to begin to build more of a positive self-concept.  They learn how to share information and how to respect each other's differences.  This also gives them the opportunity to become more social, as they interact with each other through play.

Variations and Other Activities:

The text suggests a variation to this game could include another set of cards specific to the child's family, friends, or the class (R&W, pg. 193).

A book selection that would fit well with the themes of this activity is Whoever You Are by Mem Fox and illistrated by Leslie Staub.

This is a beautiful story for young children that discusses the topic of differences and similarities.  It begins with this sentence: "Little one, whoever you are, wherever you are, there are little ones just like you all over the world."  Fox writes that our hearts are the same, as are our smiles, and our laughter--our pain and hurt are the same.  Though we have differences, we are so similar too. This book also touches on many of the themes and anti bias goals mentioned above.

The second literature selection is You and Me Together: Moms, Dads, and Kids Around the World.  This book, by Barbara Kerley, is filled with gorgeous pictures from the National Geographic archives.  It highlights the bonds between children and their parents, in cultures all over the world.  It shows candid shots of joy and love that most children can relate to.  It, too, follows the themes outlined in the activity above.  It encourages children to empathize and relate to children of other cultures.  It can also help to teach self-awareness and respect for all people.  

"Who Am I?  The Board Game," is an inclusive, fun, and multicultural activity that children can access frequently in the classroom.  For the teacher, it is relatively easy to create, and it provides valuable life skills and lessons through it's objectives.  It helps children to become aware of their cultural identity and to also accept and feel proud of their differences.  It helps other children to be more respectful and knowledgeable about the different cultural communities in the classroom.  It also could be a conversation starter for kids to take initiative to get to know each other, and interact cooperatively in play.  The book selections reinforce the idea of understanding that children have differences and the similarities, and that those should both be celebrated.

References Cited:

1. Fox, Mem. Whoever you are. Orlando, FL: Houghton Mifflin Harcourt Inc, 1997.  

2.  Kerley, Barbara.  You and Me Together: Mom, Dads,and Kids Around the World.  Washington D.C. National Geographic Children's Books, 2005.  

3.  York, Stacey. Roots & Wings: Affirming Culture in Early Childhood Programs. St. Paul, MN: Redleaf, 2003.

Children's Film Analysis

Film: The Little Mermaid
Year Released:  1989

So, what's wrong with the Little Mermaid??

Well, in a nutshell, plenty!  

Before we get into my scathing review of Disney's "The Little Mermaid," I must first start with a disclaimer:  I, like millions of other kids from the 1980's, LOVED this movie when it was first released.  The underwater world was incredible--with all it's flashy fish, bubbles, and merpeople.  The songs were super catchy, and there was a human prince and a mermaid princess to reaffirm the idea of "true love."  So, you may be asking yourself, if I used to love this film, what's changed since I became and adult?  Well, now I can watch something and look at the messages that it is sending me with a critical eye.  I am no longer so distracted by cartoon fish and an obese octopus villain to see the flaws and terrible messages contained in this catchy little kids' movie.  I can now look at Ariel and think about what my daughter might think if she saw this film.

So, let's take a critical look at "The Little Mermaid."  I really want to emphasize that Ariel is 16 years old during this movie.  Keep that in mind as you are thinking about the decisions that she makes.  

Ariel's underwater world is ruled by King Triton, the patriarch of the merpeople.  He is the authority figure and the one with the power.  Ariel, like many other 16 year olds, is somewhat rebellious.  She is fascinated by the world outside of the ocean, and she collects "artifacts" from sunken ships.  She also spends as much time on the surface as she can, despite the fact that King Triton has specifically forbidden her from going to the surface.  It is during one of these "surface excursions" that Ariel falls in love with a human (a prince, no less) after she rescues him from certain death in the ocean.  And this, my friends, is where the subtle sexism of the underwater world (inherent in any patriarchal society) becomes the full-blown anti-feminist, oppressive sexism that we should never subject our children to!  I know that may seem harsh to many of you Disney Princesses Fans, but please keep reading to see how I justify my opinion.

Ariel decides, with the wisdom and sound judgement of a 16 year old, to make a deal with the Sea Witch, Ursula.  Ursula will transform Ariel into a human and give her three days to make the prince fall in love with her.  If Ariel is able to get the prince to kiss her, then she can remain a human and live happily ever after with the prince.  If, however, she is unable to make the prince kiss her in 3 days, she becomes Ursula's (to do with as she may).  Oh, and Ariel has to give up her voice (which has been touted as her strongest talent) to Ursula in exchange for the legs.  Ursula sings the song, "Poor Unfortunate Souls" while Ariel is debating giving up her voice---I just wanted to share some of the lyrics of that song:

"The men up there don't like a lot of blabber
They think a girl who gossips is a bore!
Yes, on land, it's much preferred for ladies not to say a word
And after all dear, what is idle prattle for?
Come on, they're not all that impressed with conversation
True gentlemen avoid it when they can
But they dote and swoon and fawn
On a lady who's withdrawn
It's she who holds her tongue who gets a man"
  
Ariel, of course, agrees to the terms and signs the contract.  

SO, to recap, Ariel agrees to physically and drastically change her body, give up her strongest talent, leave her family and her home (perhaps forever), and risk her personal and eternal freedom all for the chance to be with a man that she spent only a few moments with...yep, that's the message in this movie.  No one with any sense would ever take a deal like that.  And, yet, here's our heroine, the girl that the little girls watching the movie look up to, doing just that.  Ridiculous! 

So, now Ariel has legs and three days to make Prince Eric fall in love with her-- and, remember, this is without the use of her voice (her voice, incidentally, is all Eric remembers about the girl who rescued him).  With the help of her sea creature buddies, Ariel nearly gets Eric to kiss her on a boat ride.  Let me just share a few more lyrics from the catchy tune, "Kiss the Girl:"

"Yes, you want her
Look at her, you know you do
It's possible she wants you, too
There is one way to ask her
It don't take a word
Not a single word
Go on and kiss the girl.."

Yep, the crab is telling Eric not to ask permission to kiss Ariel, to just do it.  Remember, it's Ariel's voice that's gone....she still hears just fine.  But why ask?  Eric actually doesn't get a chance to force himself on Ariel because Ursula's minions capsize the boat and the moment is ruined.  

Ursula now realizes that Ariel may actually succeed in getting the prince to kiss her, so she, too, disguises herself as a human and uses Ariel's voice to hypnotize Eric and turn his back to Ariel.  Big confrontation on the water ensues.  Ariel doesn't make her 3 day timeline and Triton resurfaces to save Ariel from her fate, by allowing Ursula to take him instead.  Of course, that allows Ursula to take his powerful trident and try to kill Ariel with it.  Luckily, there is still another man who can save Ariel.  Prince Eric (a human in the water) is able to kill Ursula and save Ariel and her father (and all the other souls Ursula imprisoned). 

Triton, grateful that Eric saved him, realizes that his 16 year old daughter loves Eric, and he agrees that they should be together.  He transforms Ariel back into human form and allows her to be with Eric.  Lucky girl--she finally gets all that she's ever wanted--a man!

Of course, Ariel is no longer a mermaid--she is now a child bride. She has had to leave her father, her sisters, and all of her sea creature friends, but she has her man.  And, apparently, that's all you need to live happily ever after....

Other Points: 

Although I feel like I really tried to critically look at this film while I was watching it, there were a few things that I missed.  In doing research for this blog, I found that there are more sexist and stereotypical images in this movie then I was aware of.  I would like to share some observations from other authors who have also come to be disappointed in Disney's popular mermaid.  These ideas contribute to the opinion that this movie is terrible for teaching young girls about strength, self-confidence, self-reliance, and independence.

Although I didn't focus on appearances, many people discussed how Ariel looked and dressed (which I thought was pretty typical for a Disney Princess).  She is thin and beautiful by conventional standards.  Of course, her purple shell bra does help to objectify her (Mirandafilmstudies blog).  But, other authors also pointed out the way that Ursula looked and dressed.  "And who is the villain in this story? Why, it's Ursula, of course, a single, powerful woman who lives in a cave below the sea. Ursula despises love, but recognizes that she can get what she wants from those who are in it. Ursula is overweight, unattractive, and bitter. Because any woman who has power, lives alone, and is a threat to the king of the sea is probably an ugly old sea witch, yeah?" (Hortense Smith, Jezebel).


Another article pointed out that Ariel plays the part of the "helpless female." When she and Eric first meet, she allows him to rescue her and bring her back to the castle (Linda Agrin).  I thought that, despite Ariel's rule breaking, she was very much presented as a "helpless female" throughout the movie (even when she wasn't trying to be).

Chloe Angyl summed this movie up nicely in her post on Feministing.  She writes, "It’s about a young woman forced to choose between her father’s world and her husband’s world, and there is nothing in between." 

References Cited:

1.  Ågren, Linda:  Linguistic sexism in mermaid tales:  A study of linguistic sexism involving the mermaid figure in films. http://www.diva-portal.org/smash/get/diva2:696768/FULLTEXT01.pdf

2.  Angyl, Chloe: Consuming Pop Culture While Feminist:  Disney's The Little Mermaid:  http://feministing.com/2010/03/08/consuming-pop-culture-while-feminist-disneys-the-little-mermaid/

3.  MirandaFilmStudies:  Sexism in Disney Movies:  The Little Mermaid, Princess and the Frog, and Snow White. http://mirandaflimstudies.blogspot.com/2013/06/sexism-in-disney-movies-little-mermaid.html 

4.  Smith, Hortense:  Sleeping Beauty May Be Safe, but Ariel has Some Explaining to Do.  Jezebel: http://jezebel.com/5062161/sleeping-beauty-may-be-safe-but-ariel-has-some-explaining-to-do 

Children's Book Analysis

 

Children's Book Analysis:  

Walt Disney's Story of Peter Pan

Walt Disney's Story Of Peter Pan was adapted from the motion picture "Peter Pan" based off of the story "Peter Pan, or the Boy Who Wouldn't Grow Up" written by Sir James Matthew Barrie.  The original story was released in 1902.  Walt Disney released the movie and the adapted books in 1953 (Wikipedia, Peter Pan).  The version that I read was from 1977.

The story is about three siblings who are facing the inevitable departure of the oldest sister. Wendy is growing too old to be staying in the nursery any longer.  Peter Pan, a boy who never grows up, whisks Wendy and her brothers off to Never Land where they, too, can be children forever.  In Never Land, there are three main groups, Peter and the Lost Boys (his gang), the Indians (Native Americans, not East Indians), and the pirates.  When Peter and the siblings go to visit the Indians, they discover that the chief's daughter, Tiger Lily has been kidnapped by the pirates.  Peter rescues Tiger Lily and the leader of the pirates, Captain Hook, is so angry that he kidnaps Wendy and her brothers.  He tells them that they must either become pirates or walk the plank.  Wendy, convinced that Peter will save her, walks the plank.  Peter does save her and defeats Hook and the pirates.  At the end of the story, Wendy asks Peter to take her family home.  Peter flies them home in the pirate ship and Wendy has her last night in the nursery, deciding that it is now time for her to grow up (Walt Disney Productions, 1953).

The "mainstream culture" in this story is decidedly European, more specifically, English.  Characters outside of this culture are definitely depicted as caricatures.  The Native American characters in the book wear headbands and feathers.  They have long hair, are partially unclothed and carrying small axes.  In this illustration to the right, it shows the dance that the "Indians," Peter, Wendy and her brothers perform.  It is obvious from the illustration what sound these characters are making.

There is no historical or even accurate information about Native American culture provided in this story.  It is all based on stereotypes and the Hollywood construction of Native America culture.

The artistic elements were created by Disney artists and contributed to the stereotypical presentation of the Native Americans.  I cannot say with one hundred percent certainty that there were no Native American artists employed by Disney at this time, but I feel that the majority of people who worked on this movie (and then the adapted books) were probably outside of the group that they were presenting, at least, they were outside of the Native American group.  This is obvious through the blatant disregard for any factual, historical or accurate cultural information being presented.

The power in this story belongs almost completely to Peter Pan.  Though Hook, as the antagonist of the story, manages to wrestle power away from Peter every now and then, Peter always seems to outwit the pirates and keep control of Never Land.  Peter doesn't seem to want to responsibility of growing up, yet he is certainly in charge of everything.  He is the leader of the Lost Boys, and the "Indians" depend on him to solve all of their problems.  When Tiger Lily is captured, it's up to Peter to rescue her.

Although there are adults in Never Land, Peter Pan is the oldest male white character, and really, he has more power than anyone.

Looking at the behavior of the characters, it would seem that Peter's egocentric, refusal to grow up is certainly rewarded.  He is in charge of Never Land, despite the fact that he is a child.  Everyone else looks to him for guidance, including Wendy and her brothers.  Loyalty to Peter is also rewarded.  Both Wendy and Tiger Lily are encouraged by Hook to betray Peter.  He offers both of them freedom in exchange for their cooperation.  Both girls willingly choose Peter over their freedom.  And they are rewarded by being rescued.

The relationship between Peter Pan and the female characters in this story also needs some analysis.  Aside from having a racist component, Peter Pan also has some issues with sexism.  In the article, Feminism and Peter Pan, written by Allison McCarthy, she states that the female characters are all locked in battle for Peter's affections.  "All the women share unrequited attractions to Peter," she writes, "their emotions trapped in a limited range between jealousy of one another and mute longing for Peter."  Peter's motivation for bringing Wendy to Never Land is so that she can be a "mother" to the Lost Boys (McCarthy, 2009).

I would not recommend this book for classroom use.  It continues to perpetuate the idea that white men hold the power, the wisdom, and the control for everyone else, no matter what their age.  It does a disservice to Native American people by misrepresenting their culture and playing into stereotypes.  It also presents female characters in a stereotypical anti-feminism light.

References Cited:

McCarthy, Allison (2009). Feminism and Peter Pan. Retrieved from:    http://www.thefword.org.uk/reviews/2009/04/feminism_and_pe 

Walt Disney Productions. (1977). Walt Disney's Story of Peter Pan. London, England: Buena Vista Distribution CO. INC.

Wikipedia.  Peter Pan. Retrieved from: http://en.wikipedia.org/wiki/Peter_Pan