Toward a Theory of Anti-Oppressive Education

TLDR

Anti‑oppressive education is framed by four approaches—Education for the Other, Education About the Other, Education that Critiques Privileging and Othering, and Education that Transforms Students and Society—and engaging in it requires combining these approaches while also drawing on marginalized theories such as post‑structuralist and psychoanalytic perspectives. The article reviews the developing literature on anti‑oppressive education by summarizing and critiquing the four primary approaches to conceptualizing oppression and the curricula, pedagogies, and policies needed to bring about change. It does so by systematically reviewing and critiquing these approaches, outlining how researchers have.

Abstract

This article reviews the developing literature on anti-oppressive education (i.e., education that works against various forms of oppression) by summarizing and critiquing the four primary approaches that educational researchers have taken in conceptualizing (1) the nature of oppression and (2) the curricula, pedagogies, and policies needed to bring about change. These four approaches to anti-oppressive education are Education for the Other, Education About the Other, Education that Is Critical of Privileging and Othering, and Education that Changes Students and Society. Engaging in anti-oppressive education requires not only. using an amalgam of these four approaches. In order to address the multiplicity and situatedness of oppression and the complexities of teaching and learning educators also constantly need to "look beyond" the field of educational research to explore the possibilities of theories that remain marginalized, including post-structuralist and psychoanalytic perspectives. This article concludes with implications for future research.