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A framework for helping teachers interrupt oppression in their classrooms
Journal for Multicultural Education Pub Date : 2019-04-08 , DOI: 10.1108/jme-09-2017-0052 Meir Muller , Gloria S. Boutte
Journal for Multicultural Education Pub Date : 2019-04-08 , DOI: 10.1108/jme-09-2017-0052 Meir Muller , Gloria S. Boutte
Purpose Providing insights into the need to go beyond superficial equity efforts in classrooms, the authors present a standardized test analogy to make the concept of oppression accessible and relevant for educators. Three levels of oppression (individual, institutional and cultural/societal) are described along with a brief overview of Paulo Freire’s four dimensions of oppression. Drawing parallels from a children’s book, Testing Miss Malarkey (Finchler, 2014), strategies for recognizing and interrupting oppression are offered. The authors recommend resources that teachers can use to help children and themselves take reflective actions (praxis) to interrupt systemic types of oppressions in their classrooms and personal spaces. Design/methodology/approach This paper is grounded in the belief that to teach in socially just and equitable ways, educators benefit from a fundamental understanding of how systems of oppression work in classrooms and in society. The paper provides both a theoretical and practical approach to help guide educators’ efforts in such a way as to address systemic issues of racism, classism, sexism, heterosexism and other “isms” (systems of oppression). Findings This paper does not present findings such as those found in an empirical study. However, it does provide an overview of Freire’s levels of oppression along with instructional guidelines to assist teachers in helping provide children with tools to understand oppression and to take reflective actions (praxis) to make a dent in systemic types of oppressions in their classrooms and worldwide. Research limitations/implications There are many other decolonizing frameworks that are available. This translational study focuses on one of them (Freire’) and what it means for teachers. Practical implications Believing that the school years are foundational for providing children with the tools that they need to be able to identify and address the ongoing acts of oppression, this paper seeks to make the topic accessible to educators with the hope that they can make a lasting and positive difference in children’s lives (and in society in general). Recommended resources are provided. Social implications To interrupt and counter oppression, educators must be informed. The benefits of doing so readily extend to society in general; so, it is important for both educators and students to understand oppression and have tools for disrupting it. Originality/value This paper takes the original approach of using standardized tests as analogy to make the concept of oppression accessible and relevant for educators. The authors use this example because they recognize that many teachers can identify with feeling disempowered by the standardized testing mandates and frenzy. They believe that educators will be able to extrapolate the process by which the loss of their power occurs with standardized testing to understand how institutional oppression works. Neither author has seen an article that uses an analogy from the professional lives of teachers to illustrate oppression.
中文翻译:
帮助教师打断课堂压力的框架
目的为了深入了解在课堂上超越表面公平工作的必要性,作者提出了标准化的测试类比,以使压迫的概念易于接受并与教育工作者相关。描述了三个层次的压迫(个人,机构和文化/社会),并简要概述了保罗·弗莱雷的四个维度的压迫。从儿童读物《测试马拉奇小姐》(芬奇勒,2014年)中获得的相似之处,提供了识别和打断压迫的策略。作者推荐了一些资源,教师可以使用这些资源来帮助儿童和他们自己进行反思(实践),以打断他们教室和个人空间中的系统性压迫。设计/方法论/方法本文基于以下信念:以社会公正和公平的方式进行教学,教育者受益于对压迫系统在教室和社会中如何工作的基本理解。本文提供了理论和实践方法,以帮助指导教育工作者的工作,以解决种族主义,阶级主义,性别歧视,异性恋和其他“主义”(压迫系统)等系统性问题。结果本文不提供诸如实证研究中的发现。但是,它的确提供了Freire的压迫程度概述,并提供了教学指南,以帮助教师帮助孩子们了解压迫和采取反思性行动(实践),以淡化课堂和世界范围内的系统性压迫。研究局限性/含义还有许多其他非殖民化框架可用。这项翻译研究的重点是其中之一(Freire')及其对教师的意义。实际意义相信学年是为儿童提供识别和解决持续的压迫行为所需工具的基础,本文力求使教育者可以使用该主题,并希望他们能够持久以及儿童生活(以及整个社会)的积极差异。提供了推荐资源。社会影响为了打断和反抗压迫,必须告知教育工作者。这样做的好处很容易扩展到整个社会;因此,对于教育者和学生来说,了解压迫并拥有破坏压迫的工具都非常重要。原创性/价值本文采用原始的方法,即使用标准化测试作为类比,使压迫的概念易于接受并与教育者相关。作者之所以使用此示例,是因为他们认识到许多教师可以通过标准化的测试要求和疯狂而感到无能为力。他们认为,教育者将能够通过标准化测试来推断丧失权力的过程,以了解制度压迫的工作方式。两位作者都没有看过一篇用教师职业生活中的类比来说明压迫的文章。他们认为,教育者将能够通过标准化测试来推断丧失权力的过程,以了解制度压迫的工作方式。两位作者都没有看过一篇使用教师职业生活中的类比来说明压迫的文章。他们认为,教育者将能够通过标准化测试来推断丧失权力的过程,以了解制度压迫的工作方式。两位作者都没有看过一篇用教师职业生活中的类比来说明压迫的文章。
更新日期:2019-04-08
中文翻译:
帮助教师打断课堂压力的框架
目的为了深入了解在课堂上超越表面公平工作的必要性,作者提出了标准化的测试类比,以使压迫的概念易于接受并与教育工作者相关。描述了三个层次的压迫(个人,机构和文化/社会),并简要概述了保罗·弗莱雷的四个维度的压迫。从儿童读物《测试马拉奇小姐》(芬奇勒,2014年)中获得的相似之处,提供了识别和打断压迫的策略。作者推荐了一些资源,教师可以使用这些资源来帮助儿童和他们自己进行反思(实践),以打断他们教室和个人空间中的系统性压迫。设计/方法论/方法本文基于以下信念:以社会公正和公平的方式进行教学,教育者受益于对压迫系统在教室和社会中如何工作的基本理解。本文提供了理论和实践方法,以帮助指导教育工作者的工作,以解决种族主义,阶级主义,性别歧视,异性恋和其他“主义”(压迫系统)等系统性问题。结果本文不提供诸如实证研究中的发现。但是,它的确提供了Freire的压迫程度概述,并提供了教学指南,以帮助教师帮助孩子们了解压迫和采取反思性行动(实践),以淡化课堂和世界范围内的系统性压迫。研究局限性/含义还有许多其他非殖民化框架可用。这项翻译研究的重点是其中之一(Freire')及其对教师的意义。实际意义相信学年是为儿童提供识别和解决持续的压迫行为所需工具的基础,本文力求使教育者可以使用该主题,并希望他们能够持久以及儿童生活(以及整个社会)的积极差异。提供了推荐资源。社会影响为了打断和反抗压迫,必须告知教育工作者。这样做的好处很容易扩展到整个社会;因此,对于教育者和学生来说,了解压迫并拥有破坏压迫的工具都非常重要。原创性/价值本文采用原始的方法,即使用标准化测试作为类比,使压迫的概念易于接受并与教育者相关。作者之所以使用此示例,是因为他们认识到许多教师可以通过标准化的测试要求和疯狂而感到无能为力。他们认为,教育者将能够通过标准化测试来推断丧失权力的过程,以了解制度压迫的工作方式。两位作者都没有看过一篇用教师职业生活中的类比来说明压迫的文章。他们认为,教育者将能够通过标准化测试来推断丧失权力的过程,以了解制度压迫的工作方式。两位作者都没有看过一篇使用教师职业生活中的类比来说明压迫的文章。他们认为,教育者将能够通过标准化测试来推断丧失权力的过程,以了解制度压迫的工作方式。两位作者都没有看过一篇用教师职业生活中的类比来说明压迫的文章。