This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Butin, D. W. Search for Related Content Social Bookmarking                         What's this?

This Ain’t Talk Therapy: Problematizing and Extending Anti-Oppressive Education

Gettysburg College, Box 396, 105 Weidensall Hall, Gettysburg, PA 17325; dbutin{at}gettysburg.edu. His research interests center on sociology of education, poststructuralism, and alternative assessment

Kumashiro (2001)argues that the "posts" perspectives—poststructuralism, postmodernism, and postcolonialism—are useful in furthering an anti-oppressive education in the core disciplines. This response elucidates some of the shortcomings of Kumashiro’s article, namely its misinterpretation of notions of oppression, rationality, and the individual within a "posts" perspective. A Foucauldian lens is employed to provide an alternative means by which to further a more constructive and less constrictive classroom environment. Specifically, this article suggests that a "posts" classroom must work under the construct of a "weak overcoming" that focuses on the structure of schooling and the organization of classroom practice.

Educational Researcher, Vol. 31, No. 3, 14-16 (2002)
DOI: 10.3102/0013189X031003014


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?