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      Exploring past school experiences to shape the practice of anti-oppressive pedagogy

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      Exploring_Past_School_Experiences.pdf (2.032Mb)
      Date
      2005-10-03
      Author
      Mooney, Elizabeth
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      This research explores the use of memories of past school experiences to help identify unnamed and unchallenged incidents of oppression that occurred in elementary and high school. What are the implications for educators when past school experiences indicate that racism, classism, sexism, homophobia, and other harmful practices took place, but went unexamined and unclaimed as such? Three inter-related reflective analyses are used to investigate the experiences of teacher candidates, the thesis author, and practicing teachers to fully explore this query. The first section examines teacher candidates’ reactions to anti-oppressive education. Negative reactions by students are most often defined by scholars as resistance. This section reflects on the strengths and weaknesses of this definition. The memories students shared about their past schooling suggest looking beyond the current scope of theories that define negativity as resistance. The second section includes a retrospective analysis of the author’s past school experiences where oppressive practices went unidentified and unchallenged as such. In the third section, Narrative Inquiry is used to gather stories from practicing teachers whose memories also indicate unnamed examples of oppression. Participants’ identify school memories that helped shape their current teaching practices and enhanced their commitment to addressing racism, classism, sexism and other issues in schools today.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Foundations
      Program
      Educational Foundations
      Supervisor
      Miller, Dianne M.; Wason-Ellam, Linda
      Committee
      Nicol, Jennifer A. J.; Collins, Michael
      Copyright Date
      October 2005
      URI
      http://hdl.handle.net/10388/etd-02212006-112853
      Subject
      anti-sexist
      memory work
      teacher candidates
      teacher education
      anti-racist
      homophobic
      resistance
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