Toward a theory of anti-oppressive education

This article reviews the developing literature on anti-oppressive education (i.e., education that works against various forms of oppression) by summar izing and critiquing the four primary approaches that educational researche rs have taken in conceptualizing (I) the nature of oppression and (2) the c urricula, pedagogies, and policies needed to bring about change. These four approaches to anti-oppressive education ale Education for the Other Educat ion About the Other Education that Is Critical of Privileging and Othering, and Education that Changes Students and Society. Engaging in anti-oppressi ve education requires not only using an amalgam of these four approaches. I n order to address the multiplicity and situatedness of oppression and the complexities of teaching and learning educators also constantly need to "lo ok beyond" the field of educational research to explore the possibilities o f theories that remain marginalized, including post-structuralist and psych oanalytic perspectives. This article concludes with implications for future research.