Module
201: Identifying and Removing Bias from Interpretive
and Educational Programming
Context
At a very young age we become aware that attributes
such as color, language, gender, physical ability, sexual
orientation, and ethnicity are connected with privilege
and power. We learn this by observing differences and
similarities among people and by absorbing the spoken
and unspoken messages about those differences. Both
subtle and overt forms of prejudice and bias have a
profound influence on our developing sense of self and
others. Understanding that this bias exists and identifying
and removing bias from NPS interpretive programs, educational
programs and curricula increases the likelihood that
youth and adults who visit our sites will have a positive
interaction with the resource. This in turn allows greater
access, both mentally and physically, to meanings and
relevance of our park stories to all current and potential
audiences.
Curriculum
The
curriculum components outline
the developmental learning elements. From these outlines,
1) employees and their supervisors can determine
learning needs and strategies, 2) instructors can develop
sessions and lesson plans. Each component also contains
a list of useful references and developmental activities.
