This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by De Lissovoy, N. Search for Related Content Social Bookmarking                         What's this?

Conceptualizing Oppression in Educational Theory: Toward a Compound Standpoint

University of Texas at San Antonio

This article analyzes three paradigms of oppression that are influential in progressive approaches in educational research: oppression as cultural hegemony, oppression as capitalist accumulation, and oppression as discursive effect. It argues that these different models, and their strengths and weaknesses, are connected to different philosophical standpoints (ways of understanding reality and criteria of truth that are historically and socially situated). Faced with the intractability of educational injustices, it is necessary to bring the power of diverse critical positions together. The author proposes the construction of a "compound standpoint," grounded in a materialist framework, and describes how oppression can be understood more richly and accurately from this position.

Key Words: critical theory • race • multiculturalism • gender • social class • school reform

Cultural Studies <=> Critical Methodologies, Vol. 8, No. 1, 82-105 (2008)
DOI: 10.1177/1532708607310794


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?