“It’s David Versus Goliath”: Anti-Oppressive Practice in K-12 Education

ABSTRACT

In this study, we examined how educators engage in anti-oppressive practices in K-12 schools. Twenty-five educators who self-identify as engaging in anti-oppressive practice participated in semi-structured key informant interviews. We used a flexible coding approach to analyze the data. Findings identify five anti-oppressive practices: (1) cultural humility, (2) challenging oppression and injustice, (3) building relationships with students and families, (4) support and accountability within the school community, and (5) modifying the curriculum. Recommendations and examples of anti-oppressive practice relevant to administrators, teachers, and support staff are discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ashley Daftary

Ashley-Marie Hanna Daftary, PhD, is an assistant professor at the University of Nevada, Reno. Her research focuses on structural inequities and anti-oppressive practices across systems, including immigration, education, and policymaking.

Erin Sugrue

Erin Sugrue, PhD, LICSW, is an assistant professor of social work at Augsburg University. Her research explores sources of social, racial, and economic injustice within the public education and child welfare systems, with the goal of developing policy and practice changes that lead to system-level transformation.