Oppression In Education Research Articles

An-Nadzariyyatu at-Tarbawiyyatu ‘Inda Paulo Freire wa Irtibātuhā bi Ta’līmi al-Lughah al-‘Arabiyyah Fī Indonesia

Hypothetically, this research argues that the teaching of Arabic as a second language in Indonesia should have a commitment to social justice. Thus, this research explores Paulo Freire's educational concept and considers how it relates to teaching Arabic itself. Paulo Freire helped usher in a new way of thinking about education and inspired an educational paradigm to focus more on injustice, oppression in education. Judging from Freire's thought, the educational aspect has a political dimension. This is because education aims at social transformation. This study uses library research methods to analyze the dimensions of Freirean pedagogy in teaching Arabic to foreign speakers. The results of this study are to provide understanding and suggestions for a new paradigm in teaching and learning Arabic for foreign speakers in Indonesia; According to the principles of Freirean pedagogy, Arabic teachers who are unable to respect students in their aesthetic and linguistic expressions violate basic ethical principles of the human condition. The researcher concludes argumentatively that this educational idea will definitely provide a good new tradition for the study of Arabic as a second language in Indonesia.

Leveraging storytelling and digital artifacts to design social justice curriculum in urban communities

Many students in Portland’s schools face racism and other forms of discrimination on a daily basis. Storytelling is a practice that is fundamental across all cultures and provides a vehicle that students from all backgrounds can access as a mechanism for engaging in the development of their academic identity. This article shares about how a digital workbook assignment was designed as an outlet for student self-expression dealing daily with racism and prejudice related to systems of oppression in education and the rapidly changing and evolving life of a city.

Black children matter too: Disrupting systemic oppression in education

AbstractThe purpose of this article is to propose child‐centered interventions that may support disrupting systemic oppression within the education system for Black children. The author shares Black children's experiences in the U.S. education system and how child‐centered interventions may be helpful for both school and school based clinical counselors.

Everyday Acts of Resistance: Mexican, Undocumented Immigrant Children and Adolescents Navigating Oppression With Mentor Support

Study aims were to examine oppression in education among Mexican immigrant youth with undocumented status and how mentors and other adults helped them resist oppression. Qualitative, narrative one‐on‐one interviews were conducted with 17 Mexican immigrant young adults with undocumented or DACA status in the U.S. Participants provided retrospective accounts from childhood through older adolescence. Analyses revealed critical junctures in which participants experienced oppression: (1) developmental milestones and school events, (2) college application process, (3) unforeseen life events, and (4) incidents of racial discrimination. Mentors and other adults helped participants to resist oppression through advocacy, social capital efforts, role modeling, and emotional, instrumental, and financial support. This study fills gaps in the literature on mentoring and immigrant youth who are undocumented.

Community-engaged Learning (CEL): Integrating Anthropological Discourse with Indigenous Knowledge

The Indigenous Action Group (IAG) is an alliance of solidarity between Indigenous and settler faculty at the University of Toronto Mississauga with the Mississaugas of the Credit First Nation (MCFN), whose Treaty lands the campus is located on. This partnership of responsibility supports the MCFN goals of truth (through public knowledge and recognition of their history), and reconciliation (through the support and equitable sustenance of Indigenous pedagogy, knowledge systems, and research methodologies in educational institutions). The IAG has developed a Community-Engaged Learning (CEL) course to bring ontological pluralism to the Academy to legitimize Indigenous knowledges, epistemologies, and involve the placemaking of local Indigenous communities (Tuhiwah Smith, 2012). This second year undergraduate course entitled “Anthropology and Indigenous Peoples of Turtle Island (in Canada)” was developed and implemented by the Indigenous Action Group to prioritize first person voices from the local Indigenous community. We are hoping this diverse educational model will change the discourse in anthropology courses to begin a collective understanding of ongoing power imbalances and oppression in education from colonial mechanisms.

A Social Justice Teaching Framework: Blending Critical Theory and Blackfoot Epistemologies

The aim of this article is to develop theoretical and practical anti-opressive approaches for educators in pre-service and in-service teacher training. This article is strengths-based in its approach and relies upon Indigenous and critical theory foundations to recognize and negotiate oppression in education. An assumption of this paper is that most teacher education students do not recognize the invisible and normalized ways students experience oppression, and that social justice education sometimes lacks practical approaches. It is critical to recognize that social justice education need not be prescriptive, but that a framework can help guide student engagement in social justice to resist inaction induced by indecision and fear. Through a framework I have created, by amalgamating critical theory and Indigenous epistemologies, I present one productive possibility for achieving these ends. Applying Indigenous theoretical principles in teacher education introduces our students to complex knowledge systems of Indigenous civilizations and challenges assumptions of White supremacy. The approached described in this paper establishes a framework in both social justice education and action plans that pre-service teachers can one day implement in their classrooms.

Critical Discourse Analysis 0n Ideology 0f Feminism in Nawāl Al-Sa’adāwi’s Mudzakkirāt Thobībah

The aim of this research is to carry out a critical discourse analysis on the ideology of feminism in the novel Mudzakkirāt Thobībah by Nawāl Al-Sa’adāwī, through linguistic feature in the symbol of sound, vocabulary and text structure or the dialog contained in the novel. This research utilizes qualitative approach with content analysis method of Philipp Mayring. Data is collected by way of reading the novel, identifying, marking, classifying and interpreting meaning. The findings are 1) patriarchal sound symbols because of the existence of non (nir)-sound in Nawāl Al-Sa’adāwī’s Mudzakkirāt Thobībah linguistic feature. They can be identified as patriarchal because the text is commonly read by men due to minimum access of education for women. Women are illiterate and experience oppression in education. There is almost no information about women figure that become a linguist, scientists and including female scholars. 2) the inequality of antonym and synonym. The word relation and series word by word (word) is ideologically unequal. The words that are used for women are not culturally conditioned as a partner to men. 3) The hegemony of power in the structure of texts in the form of dialog among the characters. In the texts the harmonious and disharmonious dialogs are reciprocal. From the result of this research, the researchers recommend a newly designed curriculum for education to carry out advocacy for the awareness linguistic feminist education with the character of the East and Indonesia.

Segregation, Desegregation, Segregation: Charter School Options as a Return to Separate and Unequal Schools for Urban Families

ABSTRACTThe controversial glory of the Brown decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits the circuitous nature of law and education policy, represents a return to unequal schooling, and reveals the enduring and meaningful connections between race, law, and education. Using the lens of critical race theory, this paper focuses on law as an instrument of racial justice and oppression in education during the era of school desegregation and the inevitable return to separate and unequal schools for African American students through new education policies that promote the proliferation of charter schools in large urban school districts.

Fat Studies 101: Learning to Have Your Cake and Eat It Too

Fat Studies 101: Learning to Have Your Cake and Eat It Too

The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality

This article considers the implications of the Troops to Teaching (TtT) programme, to be introduced in England in autumn 2013, for Initial Teacher Education (ITE) and race equality. TtT will fast-track ex-armed service members to teach in schools, without necessarily the requirement of a university degree. Employing theories of white supremacy, and Althusser’s (1971) concept of Ideological and Repressive State Apparatus, I argue that this initiative both stems from, and contributes to, a system of social privilege and oppression in education. Despite appearing to be aimed at all young people, the planned TtT initiative is actually aimed at poor and racially subordinated youth. This is likely to further entrench polarisation in a system which already provides two tier educational provision: TtT will be a programme for the inner-city disadvantaged, whilst wealthier, whiter schools will mostly continue to get highly qualified teachers. Moreover, TtT contributes to a wider devaluing of current ITE; ITE itself is rendered virtually irrelevant, as it seems TtT teachers will not be subject specialists, rather will be expected to provide military-style discipline, the skills for which they will be expected to bring with them. More sinister, I argue that TtT is part of the wider militarisation of education. This military-industrial-education complex seeks to contain and police young people who are marginalised along lines of race and class, and contributes to a wider move to increase ideological support for foreign wars - both aims ultimately in the service of neoliberal objectives which will feed social inequalities.

Double V in North Carolina

Louis Austin, the editor of Durham's Carolina Times and one of the most outspoken of the southern black editors, was the leading proponent of the Double V strategy in North Carolina during World War II. He joined other black activists and newspapers in articulating a dual strategy in which blacks fought for victory abroad against the Axis powers while fighting for victory at home against the forces of white supremacy and racial oppression. He further stimulated the politics of protest in the South by calling for an end to racial oppression in education, politics, economics, and the armed forces; and his wartime use of the politics of protest helped lay the groundwork

Philosophy and Indigenous Cultural Transformation

The politics of difference emerges as the new desideratum for understanding the complex nature of oppression in education and the way in which multiple and contradictory subjectivities and identities are socially constructed at die intersections of race, gender, and class, among their configurations. (Peters, 1995, p. 55)