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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. [3]
Abolitionist teaching, also known as abolitionist pedagogy, is a set of practices and approaches to teaching that emphasize abolishing educational practices considered by its proponents to be inherently problematic and oppressive. [1] The term was coined by education professor and critical theorist Bettina Love. [2]
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 ...
“The evidence presented in these studies reveals that while purporting to combat bias, some anti-oppressive DEI narratives can engender a hostile attribution bias and heighten racial suspicion ...
Accordint to a 2015 US study, lassroom discussion around race today much less negative than one would find in the past. [20] This article discusses a process called anti-bias curriculum. This advocates for classroom and parent discussion around issues of discrimination, privilege, oppression, and racism with young children.
Antipedagogy (German: Antipädagogik; Ancient Greek: anti-against + pais-child, boy + agein- lead; UK: / æ n tj i p ɛ d ʔ ɡ ɒ dʒ i /) sometimes spelled anti-pedagogy with the hyphen, is a critical theory that examines traditional pedagogical dynamics, particularly scrutinizing the exercise of parental or educational authority as a violation of human rights.
The students attend Dr. James Craik Elementary School and belong to the district's ACHIEVE program, for students with "significant cognitive disabilities" and SOAR program, for students with autism.
The position of this class is reinforced through "education, socialization, and brute violence and malestream rationalization". [15] Tēraudkalns suggests that these structures of oppression are self-sustained by internalized oppression; those with relative power tend to remain in power, while those without tend to remain disenfranchised. [18]