{"title":"“大卫与歌利亚”：K-12教育中的反压迫实践","authors":"A. Daftary, Erin P. Sugrue","doi":"10.1080/10665684.2021.2010014","DOIUrl":null,"url":null,"abstract":"ABSTRACT In this study, we examined how educators engage in anti-oppressive practices in K-12 schools. Twenty-five educators who self-identify as engaging in anti-oppressive practice participated in semi-structured key informant interviews. We used a flexible coding approach to analyze the data. Findings identify five anti-oppressive practices: (1) cultural humility, (2) challenging oppression and injustice, (3) building relationships with students and families, (4) support and accountability within the school community, and (5) modifying the curriculum. Recommendations and examples of anti-oppressive practice relevant to administrators, teachers, and support staff are discussed.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"“It’s David Versus Goliath”: Anti-Oppressive Practice in K-12 Education\",\"authors\":\"A. Daftary, Erin P. Sugrue\",\"doi\":\"10.1080/10665684.2021.2010014\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT In this study, we examined how educators engage in anti-oppressive practices in K-12 schools. Twenty-five educators who self-identify as engaging in anti-oppressive practice participated in semi-structured key informant interviews. We used a flexible coding approach to analyze the data. Findings identify five anti-oppressive practices: (1) cultural humility, (2) challenging oppression and injustice, (3) building relationships with students and families, (4) support and accountability within the school community, and (5) modifying the curriculum. Recommendations and examples of anti-oppressive practice relevant to administrators, teachers, and support staff are discussed.\",\"PeriodicalId\":47334,\"journal\":{\"name\":\"Equity & Excellence in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2021-12-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Equity & Excellence in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10665684.2021.2010014\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Equity & Excellence in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10665684.2021.2010014","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“It’s David Versus Goliath”: Anti-Oppressive Practice in K-12 Education
ABSTRACT In this study, we examined how educators engage in anti-oppressive practices in K-12 schools. Twenty-five educators who self-identify as engaging in anti-oppressive practice participated in semi-structured key informant interviews. We used a flexible coding approach to analyze the data. Findings identify five anti-oppressive practices: (1) cultural humility, (2) challenging oppression and injustice, (3) building relationships with students and families, (4) support and accountability within the school community, and (5) modifying the curriculum. Recommendations and examples of anti-oppressive practice relevant to administrators, teachers, and support staff are discussed.
期刊介绍：
Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.
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