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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 ...
Anti-discriminatory and anti-oppressive social work theory (Neil Thompson, Dalrymple & Burke) Postcolonial social work theory (Linda Briskman) New structural social work theory (Robert Mullaly) Critical social work theory (Jan Fook, Karen Healy, Stephen A. Webb, Bob Pease, Paul Michael Garrett) Radical social work theory (Mike Brake, Iain ...
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.
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”.
Critical consciousness, conscientization, or conscientização in Portuguese (Portuguese pronunciation: [kõsjẽtʃizaˈsɐ̃w]), is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in neo-Marxist critical theory.
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.
the first has somehow, in some way, been my best year yet. So, as I often say to participants in the workshop, “If a school teacher from Nebraska can do it, so can you!”
No universally accepted model or terminology has yet emerged to describe oppression in its entirety, although some scholars cite evidence of different types of oppression, such as social oppression, cultural, political, religious/belief, institutional oppression, and economic oppression.