ABSTRACT
Chapter 3 defines bias and antibias, describing how educators make hourly and daily decisions that involve bias. It explains ten forms of bias that pose barriers to diversity and equity in education, undermining inclusive student success, teacher heterogeneity, and holistic knowledge. It outlines how well-intentioned educators unconsciously stereotype, favor, and exclude cultures. It explains Multicultural Mindfulness as a toolbox of process practices for culture competence. It shows how transformative teachers act to reduce bias systems in space, time, materials, and learning environments with inclusion designs to develop structural competence and sustainability experiences during academic engagement. It defines White supremacy, White superiority, and Anglo-conformity, providing examples of segregation, assimilation, and other inequity systems harming education. It explains how Eurocentric cultural conditioning adversely divides everyone, but that inclusive antibias-antiracist practices develop unifying sustainability experiences. It describes liberation and mindfulness methods for ecological humanization from Paulo Freire and Thich Nhat Hanh. It presents two Multicultural Mindfulness Activities and one journal question: Reducing Arm’s-Length Bias, 4-Rs Antibias Practice, and How do Anglo-conformity and White Supremacy Impact My Classroom?
