ABSTRACT This article is inspired by my experience of aiming to teach against oppression on my return to an elementary school classroom after completing doctoral studies in education. The tensions that surfaced as I attempted to disrupt oppressive school knowledge in my second and third grade classrooms motivated me to engage in self-study. Locating my work within the context of the Canadian Prairies, I answer the question of how power relations both constrained and opened up possibilities for disrupting oppressive discourses circulating in everyday life at school by offering a power/knowledge analysis of three critical incidents. My analysis traces how power was always at play through competing discourses of Whiteness, femininity, and colour-blindness as I aimed to resist traditional norms around school discipline; work against the privileging of White, male students; and accept the discomfort of talking to my young students about race and racism. By demonstrating how anti-oppressive practices necessitate the disruption of cherished narratives of neutrality and innocence in education, the findings contribute to understandings about what makes anti-oppressive education both difficult and possible. I emphasize the potential within everyday moments at school for disrupting oppressive discourses and highlight the usefulness of self-study as a tool for learning to teach against oppression as a lifelong endeavour.

中文翻译：

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权力关系，知识生产以及在加拿大大草原小学教室中的反压迫教学：自学

摘要这篇文章的灵感来自于我的经验，即在完成教育学博士学位后，我打算回到小学教室时要反对压迫。当我试图破坏我的二年级和三年级教室中的压迫性学校知识时，紧张情绪浮出水面，促使我从事自学。通过在加拿大大草原地区开展工作，我回答了以下问题：权力关系如何通过对三个关键事件进行权力/知识分析，从而既制约又打开了扰乱学校日常生活中压迫性言论的可能性。我的分析通过对白人，女性化和色盲等相互竞争的话语来追踪力量是如何发挥作用的，因为我旨在抵制围绕学校纪律的传统规范。反对白人男性学生的特权；并接受与我的年轻学生谈论种族和种族歧视的不便。通过证明反压迫性实践如何破坏教育中立和纯真的珍贵叙述，这些发现有助于人们理解为何使反压迫性教育既困难又可能。我强调在学校的日常活动中破坏压抑性话语的潜力，并强调自学作为学习反压迫的一种工具的终身效用的有用性。这些发现有助于人们理解为什么使反压迫教育既困难又可能。我强调在学校的日常活动中破坏压抑性话语的潜力，并强调自学作为学习反压迫的一种工具的终身效用的有用性。这些发现有助于人们理解为什么使反压迫教育既困难又可能。我强调在学校的日常活动中破坏压抑性话语的潜力，并强调自学作为学习反压迫的一种工具的终身效用的有用性。