“大卫与歌利亚”：K-12教育中的反压迫实践

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2021-12-21 DOI:10.1080/10665684.2021.2010014

A. Daftary, Erin P. Sugrue

{"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":"55 1","pages":"148 - 163"},"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\":\"55 1\",\"pages\":\"148 - 163\"},\"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}

引用次数: 3

摘要

摘要在这项研究中，我们考察了教育工作者如何在K-12学校从事反压迫行为。25名自我认定从事反压迫实践的教育工作者参加了半结构化的关键线人访谈。我们使用了一种灵活的编码方法来分析数据。研究结果确定了五种反压迫的做法：（1）文化谦逊，（2）挑战压迫和不公正，（3）与学生和家庭建立关系，（4）学校社区内的支持和问责，以及（5）修改课程。讨论了与行政人员、教师和辅助人员有关的反压迫做法的建议和例子。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

“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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

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.