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Anti-oppressive practice is an interdisciplinary approach primarily rooted within the practice of social work that focuses on ending socioeconomic oppression.It requires the practitioner to critically examine the power imbalance inherent in an organizational structure with regards to the larger sociocultural and political context in order to develop strategies for creating an egalitarian ...
Anti-oppressive education is premised on the notion that many traditional and commonsense ways of engaging in "education" actually contribute to oppression in schools and society. It also relies on the notion that many "common sense" approaches to education reform mask or exacerbate oppressive education methods.
] While social work (also known as clinical social work) has appeared to have more potential than others to understand and assist those using services, and has talked a lot academically about anti-oppressive practice intended to support people facing various -isms, it has allegedly failed to address mentalism to any significant degree.
Anti-discriminatory and anti-oppressive social work theory (Neil Thompson, Dalrymple & Burke) Postcolonial social work theory (Linda Briskman) New structural social work theory (Robert Mullaly) Critical social work theory (Jan Fook, Karen Healy, Stephen A. Webb, Bob Pease, Paul Michael Garrett) Radical social work theory (Mike Brake, Iain ...
In addition, the program advances community projects and implements academic courses for members of excluded communities in the fields of community, education and welfare (for example: a course for activists around urban rehabilitation processes, and a course for those promoting social rights for people with disabilities).
Abolitionist teaching has its roots in critical pedagogy, intersectional feminism and abolitionist action. It is defined as the commitment to pursue educational freedom and fight for an education system where students thrive, rather than just survive. [2]
Critical consciousness, conscientization, or conscientização in Portuguese (Portuguese pronunciation: [kõsjẽtʃizaˈsɐ̃w]), is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in neo-Marxist critical theory.
The tools the oppressors use are termed "anti-dialogical actions" and the ways the oppressed can overcome them are "dialogical actions". The four anti-dialogical actions include conquest, manipulation, divide and rule, and cultural invasion. The four dialogical actions, on the other hand, are unity, compassion, organization, and cultural synthesis.