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Abolitionist teaching has its roots in critical pedagogy, intersectional feminism and abolitionist action. It is defined as the commitment to pursue educational freedom and fight for an education system where students thrive, rather than just survive. [2]
Anti-oppressive practice is an interdisciplinary approach primarily rooted within the practice of social work that focuses on ending socioeconomic oppression.It requires the practitioner to critically examine the power imbalance inherent in an organizational structure with regards to the larger sociocultural and political context in order to develop strategies for creating an egalitarian ...
Anti-oppressive education is premised on the notion that many traditional and commonsense ways of engaging in "education" actually contribute to oppression in schools and society. It also relies on the notion that many "common sense" approaches to education reform mask or exacerbate oppressive education methods.
Antipedagogy (German: Antipädagogik; Ancient Greek: anti-against + pais-child, boy + agein- lead; UK: / æ n tj i p ɛ d ʔ ɡ ɒ dʒ i /), sometimes spelled anti-pedagogy with the hyphen, is a critical theory that examines traditional pedagogical dynamics, particularly scrutinizing the exercise of parental or educational authority as a violation of human rights.
The tools the oppressors use are termed "anti-dialogical actions" and the ways the oppressed can overcome them are "dialogical actions". The four anti-dialogical actions include conquest, manipulation, divide and rule, and cultural invasion. The four dialogical actions, on the other hand, are unity, compassion, organization, and cultural synthesis.
A Personal practice model (PPM) is a social work tool for understanding and linking theories to each other and to the practical tasks of social work. Mullen [ 1 ] describes the PPM as “the art and science of social work”, or more prosaically, “an explicit conceptual scheme that expresses a worker's view of practice”.
For example, a woman may be criticized for not crying out for help but when asked she explains she did not cry out for help because she wanted to protect children from witnessing the attack upon her. In Response-Based Practice, the client is viewed as an "agent" who has the capability to respond to an act, and is acting in a social context.
The act defines "oppressive child labor" as any form of employment for children under age sixteen and any particularly hazardous occupation for children ages sixteen to eighteen. This definition excludes agricultural labor and instances in which the child is employed by his or her guardians. [ 20 ]