Postperspektiv på antidiskriminerande undervisning i engelska, matematik och samhälls- och naturorienterande ämnen

Abstract

What could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various post perspectives on anti-oppressive education – especially poststructuralist perspectives – for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical contstructs: unknowability, multiplicity, and looking beyond the known; and resistance, crisis, and resignifying the self. The post perspectives on anti-oppressive teaching and teacher education resist offering utopian practices. Instead they suggest approaches to troubling our practices and imagining different possibilities for teaching and learning. By looking beyond the repetition of commonsense and tradition, they offer insights that can help improve the educational experiences of all our students.