“Posts” Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms
2001; SAGE Publishing; Volume: 30; Issue: 3 Linguagem: Inglês
10.3102/0013189x030003003
ISSN1935-102X
Autores Tópico(s)Global Education and Multiculturalism
ResumoWhat could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various “posts” perspectives on anti-oppressive education—especially poststructuralist perspectives—for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical constructs: unknowability, multiplicity, and looking beyond the known; and resistance, crisis, and resignifying the self. Implications for teacher education conclude the article.
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