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Six Lenses for Anti-Oppressive Education

Partial Stories, Improbable Conversations


Edited By Kevin K. Kumashiro and Bic Ngo

This book spotlights six themes or «lenses» for understanding and analyzing education and its relation to oppression and anti-oppressive transformation. It brings together multiple perspectives on anti-oppressive education from various contexts, including K-12 schools, teacher education programs, postsecondary institutions, and community-based organizations. The book provides an array of practical and theoretical resources for educators to explore and innovate ways to confront and dismantle racism, sexism, classism, heterosexism and other forms of oppression in education. Significantly, this 2 nd edition boasts ten new chapters as well as new or considerably revised Conversations for each of the six Parts. The chapters provide readers with diverse perspectives for considering anti-oppressive education from a range of content areas in K-12, postsecondary, and community contexts; student and educator populations; social differences; activities; and research methodology. In addition, this new edition significantly amplifies the perspectives and experiences of youth, including those from Southeast Asian, South Asian, and African American communities.


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Letitia Basford is Assistant Professor in the School of Education at Hamline University. Her teaching and research interests focus on students’ equitable access to education, with a focus on culturally responsive and reform-based pedagogy. Her work has been published in the Review of Research in Educa- tion, The Journal of School Choice, and The Journal of Southeast Asian American Education & Advancement. Ann Berlak has taught in elementary schools and teaching credential programs for 50 years. She is retired from San Francisco State University. Her passion has been the continuing reconstruction of social justice pedagogy in response to ever-changing forms of injustice and possibility. She authored, with Harold Berlak, Dilemmas of Schooling: Teaching and Social Change and, with Sekani Moyenda, Taking It Personally: Racism in the Classroom from Kindergarten to College. Candace J. Chow is interim Assistant Director of the Intergroup Dialogue Proj- ect at Cornell University. She received her Ph.D. in Education from Cornell. She has taught high school English in the South Bronx and in Ann Arbor, Michigan. Candace’s interdisciplinary work examines the intersections of race and education and the ways that Asian Americans respond to the discourses that are imposed on them. Her current project focuses on Asian American xii | contributors teachers’ understandings of identity and how their identities influence peda- gogical decisions. Mary Curran is Associate Dean of Local-Global Partnerships at the Graduate School of Education, Rutgers, The State University of New Jersey. Her recent work focuses on preparing current and future teachers for global competence. Through...

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