ABSTRACT
This chapter focuses on the pervasiveness of bias and the ways that it impedes global citizenship ideals. As diverse educators, Feliz, Prince-Cheng, and Khalid, draw on their personal and professional experiences with biases to discuss how they think, feel, and navigate society. They consider how socially constructed bias in school systems and culture limits opportunities for students from diverse racial, linguistic, and religious backgrounds. Their accounts focus on the importance of addressing bias in the education system and offer suggestions on disrupting systems of oppression. They argue that when educators create conditions that encourage and welcome diversity, they not only learn about themselves and their students but also begin to form critical understandings of their roles within the world and the impact they have on others. They ask readers to reflect on experiences of marginalized groups and to begin to address their own biases. Feliz, Prince-Cheng, and Khalid assert that global citizenship education cannot occur before educator bias and its ensuing inequities are addressed. The chapter ends with consideration of research and practices that address bias and center assets-based pedagogies for teaching to, and learning about, diverse people.
