“Posts” Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms
- 1 April 2001
- journal article
- Published by American Educational Research Association (AERA) in Educational Researcher
- Vol. 30 (3), 3-12
- https://doi.org/10.3102/0013189x030003003
Abstract
What 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.Keywords
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