Annotated Bibliography

Kumashiro, K. K. (2001). ""Posts" Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms." Educational Researcher 30(3): 3-12.

Kumashiro argues that to foster anti-oppressive education we cannot simply add perspectives and voices to the classroom; we must change what is considered the norm--the usual lens through which we view perspectives and voices. He suggests that unknowability and crisis are two potent forms for conceptualizing anti-oppressive education. Unknowability refers to the idea that all knowledge is partial and that a greater number of voices merely changes the story but cannot ever reveal Truth. Crisis refers to the need to experience learning as a form of crisis--a need to desire the uncomfortableness that confronting issues of unknowability and our own oppressive practices/thinking provoke. Kumashiro offers some concrete descriptions for social studies, English, and math and science classrooms that revolve around deeply questioning and learning to look critically at the production and valuation of knowledge and learning.

Larochelle, M. (2000). Radical constructivism: Notes on viability, ethics, and other educational issues. In L. P. Steffe & P. W. Thompson (Eds.), Radical Constructivism in Action (pp. 55-68). London: RoutledgeFalmer.

Larochelle argues that radical constructivism does not attempt to know what the self is but questions the origin of the self and its coming to be in a manner of reflexive monitoring. She argues that weak constructivism, where there are seen to be many roads but they all lead to Rome, has taken hold in schools. This constructivism has boosted concern for student's thinking but is ultimately limited and normative; it still boils down to knowing of something rather than knowing something that someone else has constructed. Larochelle considers that all knowledge is inherently problematic and is constructed by people who are wrestling with questions. Thus so-called academic knowledge (which is often disembodied) that is taught in schools may not truly be scholarly. Larochelle considers implications when students conceive of themselves as knowledge producers and notes that academic language will need to be attended to carefully to facilitate such a shift in classrooms.

Shor, I. (1992). Rethinking knowledge and society: "desocialization" and "critical consciousness", Empowering education (pp. 112-134). Chicago, IL: University of Chicago Press.

This chapter in Shor's book revolves around the idea of desocialization, a way to disrupt traditional views toward and actions regarding the production and valuation of knowledge. Shor explores what he means by the term and then gives two examples from an English class on challenging assumed knowledge about the world. He concludes the chapter by defining critical consciousness as power awareness, critical literacy, permanent desocialization, and self-education/organization.