This document outlines an anti-oppressive education class. The class introduces concepts of oppression, social justice, and self-awareness. It discusses forms of oppression like racism, classism, sexism, and ableism. The document provides approaches for anti-oppressive education and ways teachers can work to dismantle oppression through their teaching practices and expanding knowledge of marginalized groups. Students participate in small group discussions of readings and are encouraged to critically examine society and their environment.
2. Class Outline
• Introduction to anti-oppressive education
and social justice
• Self awareness activity
• Discussion of “Posts” article in small
group format
• Discussion of Indecently Exposed in
small group format
• Large group debriefing of article and
video
• Closure
3. Oppression is:
A social dynamic in which
certain ways of being in this
world,including certain ways
of identifying or being
identified, are normalized or
privileged while other ways
are disadvantaged or
marginalized.
15. Social Justice
• The Government’s Agenda for creating a
fair and equal society where ‘everyone
matters’
16. Social Justice
• The Government’s Agenda for creating a
fair and equal society where ‘everyone
matters’
• Equitable access to resources and the
benefits derived from them; a system
that recognizes inalienable rights and
adheres to what is fair, honest, and
moral. (Canadian Charter of Rights and
Freedoms)
20. Approaches to Anti-
oppressive Education…
• Subtle ways like changing the
wording of issues
• Obvious ways like creating learning
situations that help students to be
critical observers of their
environment
22. What can teachers do?
• Teach students to value difference,
recognize injustice, and take action
to question injustice
23. What can teachers do?
• Teach students to value difference,
recognize injustice, and take action
to question injustice
• Critically evaluate and modify
curriculum, materials, and teaching
strategies
24. What can teachers do?
• Teach students to value difference,
recognize injustice, and take action
to question injustice
• Critically evaluate and modify
curriculum, materials, and teaching
strategies
• Expand personal and professional
knowledge about issues of
oppression and marginalized
groups
25. What can teachers do?
• Learn from and collaborate with
other teachers who teach for social
justice
26. What can teachers do? (cont.)
• Learn from and collaborate with
other teachers who teach for social
justice
• Take a stance in their personal,
social, and professional lives to
work for social justice
27. Discussion Time!!!
1. Form two small groups.
2. Use the discussion guide to
discuss Kumashiro’s article.
3. Exchange two members with the
other group.
4. Discuss the video (second page
of the discussion guide).
28. Removing Oppressive Lenses
(Kevin Kumashiro)
• Education for the Other (recognizing
oppression and its effects)
• Education about the Other
(recognizing stereotypes)
• Education that is Critical of
Privileging and Othering (looking at
society and white priviledge)
• Education that Changes Students
and Society (resistance, crisis,
resignifying of self)