# An Emerging Practice Model for Anti-Oppressive Pedagogy Embracing Cultural Diversity
(***Note***: This is a kernel of a topic on "Creating Community Safety from Racialized Policing Using Contextual Fluidity". The sessions other than  are yet to be written.)
This topic will lay the groundwork for creating community safety using contextual fluidity[^1] amid the increasing criminalization of care, cultures of violence, and on-going genocide. It will generate discussion centering on margins and inspire those who resist being excluded, oppressed, and live under the constant threat of violence. Tatum states that a subordinate group has to focus on survival in a situation of unequal power[^2]. Borrowing from black abolition feminist scholar Andrea Ritchie, movements against police violence should promote “…nurturing values, visions, and practices”.[^3] Freire’s underlying message of conscientization in *Pedagogy of the Oppressed* is that it is everyone’s responsibility to respond to the situation positively and thoughtfully.[^4]
- Nelson, C.H, and Dennis H. McPherson. 2004. [Contextual Fluidity: an emerging practice model for helping](http://meeting.knet.ca/mp19/mod/forum/discuss.php?d=2808). n.p.: 2004.
- Canadian Association of Schools of Social Work Meeting and Wes Shera. Emerging Perspectives on Anti-Oppressive Practice. Canadian Scholars’ Press, 2003.
[^1]: Nelson, C.H, and Dennis H. McPherson. 2004. [Contextual Fluidity: an emerging practice model for helping](http://meeting.knet.ca/mp19/mod/forum/discuss.php?d=2808). n.p.: 2004.
[^2]: Tatum, Beverly Daniel. "Chapter 2: The Complexity of Identity."; In [Why are All the Black Kids Sitting Together in the Cafeteria?](https://library.memoryoftheworld.org/#/book/236a07ad-fce2-4942-8fc2-9d8ddcb10a62), 18. n.p.: 2002.
