“Posts” Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms

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Living Mathematx: Towards a Vision for the Future. (2017, background): “, stereotypes, incorrect knowledge) about others (Kumashiro 2001).”
Leaving No Child behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education through the Science of Measurement and Instruction (2008, background): “Attention would be focused on students making sense of mathematics in ways that are meaningful, flexible, and connected to their sense of self (Kumashiro, 2001).”
The Methodology of Self-Study and Its Theoretical Underpinnings (2004, background): “…of teaching is uncertain, complex, dynamic, responsive, and context and culture dependent, we need them to see themselves as lifelong learners engaged always in the ‘‘troubling’’ of their own practice and the imagining of different possibilities for teaching and learning (Kumashiro, 2001, p. 11).”
Regarding Whiteness: Exploring and Intervening in the Effects of White Racism in Teacher Education (2004, background): “By neither questioning nor challenging the neutrality of the white perspective, most schools and colleges of education silently condone it (Bell, 2002; Kumashiro, 2001; McIntyre, 2003).”