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WHAT IF ALL THE KIDS ARE WHITE?
Anti-Bias Multicultural Education with Young Children and Families

by Sue Atkinson Lopez

By: Louise Derman-Sparks and Patricia Ramsey
Published: 2006
Published by: Teachers College Press
Paperback, 176 pages
Recommended retail price:$68.95
ISBN: 978 0 807746 77 6

As an Indigenous Australian and an early childhood professional, I have spent many years talking to students and practitioners around the issue of young children, race and inclusive/anti bias curricula.

Although an increasing number of practitioners are critically reflecting on their understandings of children and race as they implement anti bias curriculums, I have met consistent resistance to the concept of young children understanding race and employing this understanding in their interactions with other children. The implication for practice being the need to plan and implement an anti bias curriculum is less than crucial in the education of young children. I purchased this text in the hope it would give me a greater insight into such resistances and build the skills I need to more effectively communicate with pre and post service early childhood practitioners who hold various positions around anti bias/inclusion.

Derman-Sparks and Ramsey in the introduction to their book identify their audience as those working with white children with the hope ‘that white children will grow up to resist and challenge racism in its many forms’ This is a central vision in the journey towards social justice for all Australians. As the authors point out, racism hurts all children not just children of colour. It is vital that white children be informed about anti bias ideals and actions even in the absence of obvious diversity and disadvantage if we are to move forward together.

This is a central vision in the journey
towards social justice for all Australians.
As the authors point out, racism hurts all
children not just children of colour.

As Derman-Sparks and Ramsey note, many early childhood practitioners have been denied the education needed to employ a curriculum that more genuinely addresses questions of race and racism with young children. The authors fill this silence with a constructive approach that provides the reader with theories of race, class, racism and identity that are accessible and call on the reader to reflect on their own identities and understandings of race in the quest for social justice.

The authors situate this discussion around a short history of ‘white racism' and ‘white resistance to racism’ within the United States which has parallels in Australia. Within this broader context of history and identity theory, the authors discuss/describe strategies, guidelines and activities for working with children, staff and families that are practical, sensitive and guide children towards empathy, connectivity and activism. Importantly, the authors examine resistance to anti bias curriculums from families and colleagues and discuss how these can be addressed.

The authors fill this silence with a
constructive approach that provides
the reader with theories of race, class,
racism and identity that are accessible…

This is an important book for students, practitioners and academics. The authors’ many years of experience and the expert knowledge they have accumulated will equip the reader with added confidence and insight into implementing a more informed and effective anti bias/inclusive curriculum.

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