This volume brings together education and other researchers from North America and New Zealand for 20 essays that describe practices and lessons learned about anti-oppressive education in schools of wealth and whiteness. They examine the aims of anti-oppressive education, including models of justice-oriented education for privileged youth, intrinsic aspects of class privilege and the development of a privileged self-understanding, and moving beyond privilege toward mutual aid; how equity, diversity, and inclusion efforts at affluent, segregated schools can go wrong, with discussion of how schools can better serve Latinx students, how the binary of "good" and "bad" is unproductive for white teachers working toward anti-racism, black and brown educators' experiences at independent schools, service learning toward social justice, the reproduction of privilege in a high school study-abroad program, and the problems with English-language volunteer teaching abroad; and ideas for enacting anti-oppressive education in these schools, including shifting the organizational culture, teaching social justice, facilitating socially just discussions, mobilizing privileged youth and teachers for justice-oriented work in science and education, helping Jewish teen girls with racial and class privilege develop a critical consciousness through youth participatory action research, and suggestions for practitioners to prevent and work with pushback to social justice education. The book ends with conversations with teachers on teaching social justice, along with the experiences of student activists. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)
This collection of groundbreaking essays brings together a diverse group of experts who are researching, theorizing, and enacting anti-oppressive education in elite schooling environmentsthat is, schools imbued with wealth and whiteness. This volume explores how those who are in a position of power can be educated to take active steps that reduce and disrupt oppression. Each essayist, writing with practitioners in mind, responds to one of four guiding questions from their unique point of view as an educator, student, or researcher: Why does this work matter? What is needed to start and sustain it? What does it look like in practice? What are the common pitfalls and how can they be avoided? Readers are encouraged to mull over various perspectives and experiences to find answers that fit their own contexts. This important book addresses the need to educate for social justice within economically privileged settings where power can be leveraged and repurposed for the benefit of a diverse society.
Book Features:
- Identifies ethical and effective pedagogical and curricular approaches to use with students in elite school settings.
- Examines what it means to work or learn in elite educational spaces for those who hold nondominant identities.
- Explores the special obligations and responsibilities these schools require furthering justice.
- Looks at how teachers can navigate the unique challenges that arise, the conditions needed to support them, and what counts as success for anti-oppressive education in elite schools.
