Anti-Oppressive Classrooms – Critical Framework of Multicultural Education

Research Article
Open access

Anti-Oppressive Classrooms – Critical Framework of Multicultural Education

Jiarong Chang 1*
  • 1 Boston University    
  • *corresponding author jrcchang@bu.edu
Published on 20 November 2023 | https://doi.org/10.54254/2753-7048/23/20230473
LNEP Vol.23
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-125-4
ISBN (Online): 978-1-83558-126-1

Abstract

In an era marked by diverse cultures, perspectives, and experiences, the traditional classroom model can sometimes inadvertently perpetuate inequalities and reinforce oppressive structures. The current paper aimed to investigate the effective strategies and pedagogical approach to challenge oppression and create an equal, fair, yet prosocial learning environment. This paper’s findings suggest that education that adopted a critical framework of multiculturalism has the potential to be a powerful tool for dismantling oppressive forces and fostering inclusivity, equity, and social justice. This framework not only acknowledges the existence of systemic inequalities, discrimination, and power imbalances but actively seeks to confront and challenge them within educational settings. By embracing anti-oppressive classrooms, educators can create dynamic learning environments that empower students from their daily lives, validate their diverse identities, and provide them with the tools to critically engage with the world around them. This paper delves into the essence of Anti-Oppressive Classrooms as a cornerstone of a more just and equitable education, exploring its fundamental principles and the profound impact it can have on both individual learners and society as a whole.

Keywords:

multiculturalism, education, social justice, equity

Chang,J. (2023). Anti-Oppressive Classrooms – Critical Framework of Multicultural Education. Lecture Notes in Education Psychology and Public Media,23,266-272.
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References

[1]. Jenks, C., Lee, J. O., & Kanpol, B. (2001). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models for teaching. The urban review, 33, 87-105. https://doi.org/10.1023/A:1010389023211

[2]. Miled, N. (2019). Educational leaders’ perceptions of multicultural education in teachers’ professional development: A case study from a Canadian school district. Multicultural education review, 11(2), 79-95. https://doi.org/10.1080/2005615X.2019.1615249

[3]. Yoon, B., Simpson, A., & Haag, C. (2010). Assimilation ideology: Critically examining underlying messages in multicultural literature. Journal of Adolescent & Adult Literacy, 54(2), 109-118. https://doi.org/10.1598/JAAL.54.2.3

[4]. Gonzalez-Mena, J. (2008). Perceiving and responding to differences. In Diversity in early care and education: Honoring differences (pp. 9–24). essay, McGraw-Hill.

[5]. Alismail, H. A. (2016). Multicultural Education: Teachers’ Perceptions and Preparation. Journal of Education and Practice, 7(11), 139–146.

[6]. Fowler, D. J., & Brown, K. (2018). Data-driven decisions: Using equity theory to highlight implications for underserved students. AASA Journal of Scholarship & Practice, 14(4), 18-29. https://link.gale.com/apps/doc/A531709915/AONE?u=anon~be7296fc&sid=googleScholar&xid=20c07e5c

[7]. Merolla, D. M., & Jackson, O. (2019). Structural racism as the fundamental cause of the academic achievement gap. Sociology Compass, 13(6), e12696. https://doi.org/10.1111/soc4.12696

[8]. Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal?: An introduction to key concepts in social justice education. Teachers College Press.

[9]. Bettez, S. (2017). Flipping the script from talking to teens about “celebrating diversity” to promoting equity through embracing vulnerability and enacting courage. Multicultural Perspectives, 19(2), 90–97. https://doi.org/10.1080/15210960.2017.1301091

[10]. Au, W. (2017). When multicultural education is not enough. Multicultural Perspectives, 19(3), 147–150. https://doi.org/10.1080/15210960.2017.1331741

[11]. Pollock, M. (2001). How the question we ask most about race in education is the very question we most suppress. Educational Researcher, 30(9), 2-11. https://doi.org/10.3102/0013189X030009002

[12]. Amadeo, K. (2022, January 29). How the Achievement Gap Affects Students (And the Rest of Us). The Balance. https://www.thebalancemoney.com/how-the-achievement-gap-affects-students-4690462#:~:text=The%20achievement%20gap%20negatively%20affects,there%20had%20been%20no%20gap.

[13]. Daniel, C. L. (2008). From liberal pluralism to critical multiculturalism: The need for a paradigm shift in multicultural education for social work practice in the United States. Journal of Progressive Human Services, 19(1), 19-38.

Cite this article

Chang,J. (2023). Anti-Oppressive Classrooms – Critical Framework of Multicultural Education. Lecture Notes in Education Psychology and Public Media,23,266-272.

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About volume

Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities

ISBN：978-1-83558-125-4(Print) / 978-1-83558-126-1(Online)
Editor：Javier Cifuentes-Faura, Enrique Mallen
Conference website: https://www.icgpsh.org/
Conference date: 13 October 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.23
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Jenks, C., Lee, J. O., & Kanpol, B. (2001). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models for teaching. The urban review, 33, 87-105. https://doi.org/10.1023/A:1010389023211

[2]. Miled, N. (2019). Educational leaders’ perceptions of multicultural education in teachers’ professional development: A case study from a Canadian school district. Multicultural education review, 11(2), 79-95. https://doi.org/10.1080/2005615X.2019.1615249

[3]. Yoon, B., Simpson, A., & Haag, C. (2010). Assimilation ideology: Critically examining underlying messages in multicultural literature. Journal of Adolescent & Adult Literacy, 54(2), 109-118. https://doi.org/10.1598/JAAL.54.2.3

[4]. Gonzalez-Mena, J. (2008). Perceiving and responding to differences. In Diversity in early care and education: Honoring differences (pp. 9–24). essay, McGraw-Hill.

[5]. Alismail, H. A. (2016). Multicultural Education: Teachers’ Perceptions and Preparation. Journal of Education and Practice, 7(11), 139–146.

[6]. Fowler, D. J., & Brown, K. (2018). Data-driven decisions: Using equity theory to highlight implications for underserved students. AASA Journal of Scholarship & Practice, 14(4), 18-29. https://link.gale.com/apps/doc/A531709915/AONE?u=anon~be7296fc&sid=googleScholar&xid=20c07e5c

[7]. Merolla, D. M., & Jackson, O. (2019). Structural racism as the fundamental cause of the academic achievement gap. Sociology Compass, 13(6), e12696. https://doi.org/10.1111/soc4.12696

[8]. Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal?: An introduction to key concepts in social justice education. Teachers College Press.

[9]. Bettez, S. (2017). Flipping the script from talking to teens about “celebrating diversity” to promoting equity through embracing vulnerability and enacting courage. Multicultural Perspectives, 19(2), 90–97. https://doi.org/10.1080/15210960.2017.1301091

[10]. Au, W. (2017). When multicultural education is not enough. Multicultural Perspectives, 19(3), 147–150. https://doi.org/10.1080/15210960.2017.1331741

[11]. Pollock, M. (2001). How the question we ask most about race in education is the very question we most suppress. Educational Researcher, 30(9), 2-11. https://doi.org/10.3102/0013189X030009002

[12]. Amadeo, K. (2022, January 29). How the Achievement Gap Affects Students (And the Rest of Us). The Balance. https://www.thebalancemoney.com/how-the-achievement-gap-affects-students-4690462#:~:text=The%20achievement%20gap%20negatively%20affects,there%20had%20been%20no%20gap.

[13]. Daniel, C. L. (2008). From liberal pluralism to critical multiculturalism: The need for a paradigm shift in multicultural education for social work practice in the United States. Journal of Progressive Human Services, 19(1), 19-38.

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