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Six Lenses for Anti-Oppressive Education

Kumashiro, Kevin K. / Ngo, Bic (eds.)

Six Lenses for Anti-Oppressive Education

Partial Stories, Improbable Conversations

Series: Counterpoints - Volume 315

Year of Publication: 2007

New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2007. XXII, 302 pp.
ISBN 978-0-8204-8849-3 pb.  (Softcover)
ISBN 978-1-4331-0040-6 hardback  (Hardcover)

Weight: 0.450 kg, 0.992 lbs

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Book synopsis

This book offers a range of conceptual and curricular resources for elementary and secondary educators as well as teacher educators interested in exploring new and innovative ways to challenge racism, classism, sexism, heterosexism, and other forms of oppression in the classroom. It blends analyses of and recommendations for K-12 education and teacher education, and focuses on the barriers we often confront when teaching, learning, and learning to teach toward social justice. The authors work in K-12 schools and teacher education programs across North America and advocate perspectives and practices that, when combined, promise to take the field of anti-oppressive education in helpful, groundbreaking directions. This book is divided into six parts, each part consisting of two or three chapters that explore, in different ways, a theme of anti-oppressive education. The chapters reflect a range of content areas (social studies, English language arts, «foreign» languages, health, natural sciences, and mathematics) in both K-12 education and teacher education; student and teacher populations (elementary, secondary, university); social differences and oppressions (based on race, culture, social class, gender, sexual orientation, language, age, disabilities); activities (simulations, service learning, book clubs, lesson planning); and research methods (historiography, curriculum analysis, discourse analysis, case study, self-study).


Contents: Allan Luke/Benji Chang: Foreword – Kevin K. Kumashiro/Bic Ngo: Introduction – Charlotte Lichter: Manners, Intellect, and Potential: A Historiography on the Underachievement of Boys in Literacy – Jane L. Lehr: Why Social Justice Educators Must Engage Science in All of Our Classrooms – Linda Fernsten: Teaching Story: Academic Writing and the Silence of Oppression – Linda Fernsten/Jane L. Lehr/Charlotte Lichter: Conversation: Contesting Authoritative Discourses in Education – Mark R. Davies: Curriculum for [Dis]Empowerment: Uncovering Hegemony within the New Jersey Social Studies Curriculum Framework – Gloria Graves Holmes: Hidden in Plain Sight: The Problem of Ageism in Public Schools – Judi Hirsch: Teaching Story: Using Mediated Teaching and Learning to Support Algebra Students with Learning Disabilities – Mark R. Davies/Judi Hirsch/Gloria Graves Holmes: Conversation: Unearthing Hidden Curriculums – Carol Ricker-Wilson: Color Me Purple: How Gender Troubles Reading – Mary Beth Hines: Ways of Reading, Ways of Seeing: Social Justice Inquiry in the Literature Classroom – Jocelyn Anne Glazier: Teaching Story: Anti-Oppressive Pedagogy and Curriculum in Secondary English Methods: Focusing on Critical Literacy – Jocelyn Anne Glazier/Mary Beth Hines/Carol Ricker-Wilson: Conversation: Learning to Read Critically: From High School to College to Teacher Education – Rita M. Kissen: After the Soup: A Feminist Approach to Service Learning – Mary Curran: Putting Anti-Oppressive Language Teacher Education in Practice – Ann Berlak/Sekani Moyenda: Teaching Story: Reflections upon Racism and Schooling from Kindergarten to College – Ann Berlak/Mary Curran/Rita M. Kissen/Sekani Moyenda: Conversation: Addressing Resistance: Uncertainties in Learning to Teach – Connie North: Moving Beyond the «Simple Logic» of Labeling? – Thomas M. Philip: Rethinking Ignore-Ance in the Examination of Racism – Connie North/Thomas M. Philip: Conversation: Unpacking the Methodological Issues in Research for Social Justice – George Lipsitz: Teaching in a Time of War and the Metaphor of Two Worlds – Proma Tagore/Fairn Herising: Pedagogies of Presence: Resisting the Violence of Absenting – Proma Tagore/Fairn Herising/Jocelyn Anne Glazier/George Lipsitz: Conversation: Situating Anti-Oppressive Education in Our Times.

About the author(s)/editor(s)

The Editors: Kevin K. Kumashiro is Associate Professor of Policy Studies in the College of Education at the University of Illinois-Chicago, and the founding director of the Center for Anti-Oppressive Education. He is author of the award-winning book, Troubling Education: Queer Activism and Antioppressive Pedagogy.
Bic Ngo is Assistant Professor of Curriculum and Instruction in the College of Education and Human Development at the University of Minnesota. Her research has appeared in journals such as Anthropology and Education Quarterly, Equity and Excellence in Education, and Race, Ethnicity and Education.


«I read this book in one sitting because each of the chapters within the six parts is intellectually illuminating. The authors provide powerful teaching insights based upon authentic classroom knowledge and understanding of schooling that is valuable learning for educators and students. Each chapter provides a critical analysis of how oppression operates in classrooms, and how anti-oppressive education can combat these conditions. The six lenses for anti-oppressive education (authoritative discourses, hidden curriculum, learning to read critically, addressing resistance, complicating race and racism, and situating anti-oppressive education) examined in the book are key areas that teacher-candidates need to understand in order to be successful teachers of all students. With this publication, Kumashiro and Ngo have greatly advanced the anti-oppressive education discourse within the discussions of transformative education.» (Carl C. Grant, Professor, Department of Curriculum and Instruction, University of Wisconsin-Madison)


Counterpoints: Studies in the Postmodern Theory of Education. Vol. 315
General Editors: Shirley R. Steinberg and Joe L. Kincheloe