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Love further notes that it is a necessary complement to critical pedagogy, as pedagogy is most effective when paired with teachers who fight for student equality and justice. This teaching method is intended to combat systemic oppression, racial violence, the school-to-prison pipeline , reliance on test taking and all other parts of a system ...
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.
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.
This is an alphabetical list of psychotherapies.. This list contains some approaches that may not call themselves a psychotherapy but have a similar aim of improving mental health and well-being through talk and other means of communication.
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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Anti oppressive practice is about working with the service user to include them in facilitating a user-led and user-controlled service. Healthy professional relationships will help build the confidence of the service user to enable them to develop their own ideas about their level of involvement.