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Tomislav Medak 2020-03-08 01:01:00 +00:00
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# An Emerging Practice Model for Anti-Oppressive Pedagogy Embracing Cultural Diversity # 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 ![](session:centeringmargins) are yet to be written.) **(Note: This is a kernel of a topic on "Creating Community Safety from Racialized Policing Using Contextual Fluidity". The sessions other than ![](session:centeringmargins) 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] 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]
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# Texts on Contextual Fluidity: # Texts on Contextual Fluidity:
- 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. - 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. - ![](bib:1be87406-b739-4c0c-8d3e-2adfa1c6943f)
[^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. [^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. [^2]: ![Tatum, Beverly Daniel. "Chapter 2: The Complexity of Identity.", in *Can We Talk About Race?: And Other Conversations in an Era of School Resegregation*, Beacon Press, 2008](bib:08042f43-f633-4402-8810-3dccbcd8a99f), 18.
[^3]: ![](bib:bdd30836-4f43-492c-a743-6b958aefcbb1), 239.
[^3]: Ritchie, *Police Violence*, 239. [^4]: ![](bib:2db196e5-715c-4818-90e0-0fe8fa930142), 6.
[^4]: Freire, [Pedagogy](https://library.memoryoftheworld.org/#/book/60ca1079-d90a-4019-9e29-922a03c33ddb), 6.