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"Posts" Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms

Bates College, 306 Pettengill Hall, 4 Andrews Road, Lewiston, ME 04240. His areas of specialization are queer youth of color and anti-oppressive education.

What could it mean for educators within the "core disciplines" to teach in ways that challenge multiple forms of oppression? This article explores the implications of various "posts" perspectives on anti-oppressive education—especially poststructuralist perspectives—for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical constructs: unknowability, multiplicity, and looking beyond the known; and resistance, crisis, and resignifying the self. Implications for teacher education conclude the article.

Educational Researcher, Vol. 30, No. 3, 3-12 (2001)
DOI: 10.3102/0013189X030003003


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