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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 ...
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 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.
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.
If oppressive consequences accrue to institutional laws, customs, or practices, the institution is oppressive whether or not the individuals maintaining those practices have oppressive intentions." [42] U.S. Capitol – oil painting by Allyn Cox – The Monroe Doctrine (1823), plus a quote from President Franklin D. Roosevelt (1940).
Youth intervention is a practice within the field of youth services. This practice is designed to intervene when young people are at risk of or beginning to make poor decisions that can have lifelong negative impacts. Youth intervention is intended to support academic achievement and prevent juvenile delinquency.
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.
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