An Emerging Practice Model for Anti-Oppressive Pedagogy Embracing Cultural Diversity
(Note: This is a kernel of a topic on “Creating Community Safety from Racialized Policing Using Contextual Fluidity”. The sessions other than ‘Centering margins’ using storying as ‘agents of change’ are yet to be written.)
This topic will lay the groundwork for creating community safety using contextual fluidity1 amid the increasing criminalization of care, cultures of violence, and on-going genocide. It will generate discussion centering on margins and inspire those who resist being excluded, oppressed, and live under the constant threat of violence. Tatum states that a subordinate group has to focus on survival in a situation of unequal power2. Borrowing from black abolition feminist scholar Andrea Ritchie, movements against police violence should promote “…nurturing values, visions, and practices”.3 Freire’s underlying message of conscientization in Pedagogy of the Oppressed is that it is everyone’s responsibility to respond to the situation positively and thoughtfully.4
Texts on Contextual Fluidity:
- Nelson, C.H, and Dennis H. McPherson. 2004. Contextual Fluidity: an emerging practice model for helping. n.p.: 2004.
- Wes Shera, 2003.‘Emerging Perspectives on Anti-Oppressive Practice’. Canadian Scholars Press.
To see a comprehensive list of references for this topic go to the collection.
Nelson, C.H, and Dennis H. McPherson. 2004. Contextual Fluidity: an emerging practice model for helping. n.p.: 2004. ↩︎
Andrea J. Ritchie, 2017.‘Invisible No More: Police Violence Against Black Women and Women of Color’. Beacon Press. , 239. ↩︎
Paulo Freire, 2014.‘Pedagogy of the Oppressed: 30th Anniversary Edition’. continuum. , 6. ↩︎