About this poster

---

Panel information
Panel 3. Schooling and Education

Abstract

---

Introduction
Racially Marginalized Learners (RMLs) often do not see their realities reflected in their learning environments. Instead, their cultural backgrounds, learning styles, and communication styles are frequently silenced (National Center for Education Statistics, 2022). Children from all races/ethnicities, linguistic diversities, gender identities, family structures, and different abilities should be able to see themselves represented in what they are learning because it will help them better engage in the learning process. These children may experience racism in the form of microaggressions, inequitable disciplinary actions, and disparities in opportunities. In addition to seeing themselves represented, children should also be able to hear the voices of their families and communities depicted in their learning materials. Building from a framework focused on culturally responsive, anti-bias, and anti-racist (CRABAR) learning principles and instructional values, the authors developed two tools for reflecting on curricula and detailed criteria for reviewing the features of storybooks and curricula. This study uses the Reading and Learning JEDI audit tools to evaluate Pre-K curriculum and an accompanying body of story books.

Method
Two Pre-K curricula were evaluated using the Learning Justice, Equity, Diversity, and Inclusion (JEDI) audit tools—Storybooks (Curenton & Franco-Jenkins, 2023a) and Curricula (Curenton & Franco-Jenkins, 2023b). Both curricula were literacy curricula with accompanying book lists and were described as culturally responsive and anti-bias by their creators. Our review comprised auditing the curriculum as well as every book associated with the curriculum. A team of researchers, comprising the authors and two research assistants, reviewed the curricula, evaluating it using JEDI.
The JEDI Curriculum Audit consists of 13 yes(1)/no(0) items supported by evidence. The audit tool includes items regarding diverse representation, positive self-identity and emotional understanding, social justice, language diversity, and critical conversations. Example items are “Has content and activities that include cultural events and traditions that occur in the children’s communities and the larger world.” The JEDI Storybook Audit comprises 34 items answered by yes(1)/no(0), and an example item is whether the book has storylines or characters that understand structural inequality (e.g., power dynamics) related to social status or roles. Higher scores for both tools mean the curriculum resources have greater diversity, social justice themes, and cultural representation.
Results
Results from this review showed that the curriculum did not meet CRABAR Framework criteria as evaluated by the JEDI tools. Neither curriculum provided strategies to guide teachers in developing an anti-bias approach. Moreover, we found a lack of clarity and specification on the approaches utilized with diverse children (e.g., multilingual learners, children from diverse race/ethnic backgrounds, children with diverse abilities), and there were no recommended evidence-based practices suggested for working with these children. Lastly, we found that none of the books used for one curriculum met the criteria of JEDI, but the books in the other criteria met the criteria for diverse character representation, support for positive identity, emotional perspectives, and representation of cultures. Across both curricula, there is still a need for materials (books and communication materials to parents) in the children’s home language so there are opportunities for multilingual learners to hear the voices of their families and community.

Implications
Based on these results the curricula creators have made plans to revise the curricula and select different books. More research using the JEDI tools should be conducted to examine the psychometric properties of the tool and whether using curricula scoring high on JEDI is associated with positive child outcomes. Regarding implications for practice, the JEDI tool can be used to foster educational experiences for diverse children and families to ensure they experience curricula and materials that reflect their many identities.

⇦ Back to session