Anti-Oppressive Practices 3700 by Tabitha Kirshey https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25 en-us 2023-04-10 13:24:44 UTC 2023-05-05 22:04:24 UTC hello@padlet.com kirsheytabitha https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575474189 This book is about all the different families someone can have. This anti-oppressive practice is designed to show students in the classroom what other families can look like outside of the “normal” family. We as teachers should be able to talk about what goes on in the world and give students examples of what it can look like. As stated in the article, Conversations that Matter: Talking with Children About Big World Issues, the authors say, "the unwillingness to talk with a child openly and directly about the world sends serious, strong, and potentially hurtful messages."(Edwards & Louise, 2020)This means that conversations about race, diversity, and LGBTQ+ are important for us to talk about with children. This book also allows students to see their families represented in a book that may not have been represented in other books. For a student to see their own family represented in a book is a great way to make sure each student feels welcomed in a classroom environment. 

EDWARDS, JULIE. OLSEN, & DERMAN-SPARKS, LOUISE. (2020, May 21). Conversations that matter: Talking with children about big world issues. NAEYC. Retrieved May 5, 2023, from https://www.naeyc.org/resources/blog/conversations-that-matter 
]]> 2023-05-02 16:41:08 UTC https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575474189 kirsheytabitha https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575480581 In this video, the woman gives tips about how to potty train or toilet learn your child. The video is all about respecting the child and how to know when your child is ready. The way she talked about her child throughout the video was in a way of respect and understanding that it is a milestone in development that every child does differently. Toilet learning for young children can be difficult for them, especially if their care provider does not respect their bodies. As stated in the Leavitt and Power PDF, “The child’s body, then, is both a biological, corporeal phenomenon and a social construction, shaped, constrained, and invented by society” (Leavitt & Power, 1997). Meaning that caregivers must respect the boundaries of the child.

Leavitt, Robin L., and Martha Bauman Power. “Civilizing Bodies: Children in Day Care.” In Making a Place for Pleasure in Early Childhood Education, edited by JOSEPH TOBIN, 39–75. Yale University Press, 1997. http://www.jstor.org/stable/j.ctt1bh4c70.4.


]]> 2023-05-02 16:45:56 UTC https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575480581 kirsheytabitha https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575488709 Arts and crafts is a practice that many teachers use in their classroom as a means to allow a student to be “creative”. The problem with arts and crafts is that it does not allow children to be creative in their own ways. It restricts children by making them make the same craft as the child next to them. It keeps them in a box and does not allow them to go out of it. What teachers should allow instead is for children to freely create art projects by themselves. Giving them materials and allowing them to make anything they wish to. If the arts and crafts were to a certain subject or lesson, children still can make an art project to that theme, but they should be able to create it on their own. In the article “Discovering the Brilliance and Beauty in Black” by Patricia Sullivan, Sullivan states, “Through inquiry, teachers and children can create authentic learning that informs their understanding of themselves and others.” (Sullivan, 2020). This means that teachers should use authentic creativity to help inform children in their understanding.  


Sullivan, P. (2020, September). Discovering the Brilliance and Beauty in Black. NAEYC. Retrieved May 5, 2023, from https://www.naeyc.org/resources/pubs/VOP 



]]> 2023-05-02 16:50:48 UTC https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575488709 kirsheytabitha https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575492289 For the ecology practice, forest schools are a good way for children to interact with the world around them. The article and video explain forest schools, their benefits, and daily life, and the video shows a UK forest school as an example. This article helped me to see how forest schools can be a great anti-oppressive practice for children. Much like the video we watched, “Learning Through a Forest Approach”, the idea is to support learning differences and embrace and celebrate diversity in an outdoor environment.  

“Learning Through a Forest Approach.” YouTube, uploaded by Forest Schooled, 17 Feb, 2020, https://youtu.be/4v80irTFh9A. 


]]> 2023-05-02 16:53:32 UTC https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575492289 kirsheytabitha https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575501370 Calendar time can be a rinse and repeat thing that happens at the beginning or end of the day. This is ismpliy a teacher doing her speech about the days of the week and about the moth they are in. With this anti-oppressive pratcicte above is a child-made linear calendar that students get to be apart of. This can be helpful to students to see how days work and where they can see their own drawings and writing on the wall. With schooling practices, we need to remember how our curriculum is going to help children to inquire and wonder about. “When we co-create emergent curriculum by keeping boundaries permeable (Dyson, 1993) and inviting children to wander new spaces with us, we are challenged to reconsider what it means to inquire, construct, and collaborate with children and their families” (Leu etc. 2016). By allowing students to interact with a child-made calendar, we give them the space to construct and inquire about time. 

Leu, K., Templeton, T.N., & Yoon, H.S. (2016). Co-Inquiry, Co-Construction, Collaboration: The Emergence of Curriculum. Language arts, 94, 54.


]]> 2023-05-02 17:00:27 UTC https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2575501370 kirsheytabitha https://padlet.com/kirsheytabitha/fp3s9n6ltvjudu25/wish/2578270208 An example of oppressive play practices is having a schedule like the one above for young children. The children in this classroom are never given the opportunity to play freely and to express themselves. This classroom is based on group work and scheduled times for everything, including bathroom time. Much like the example on slide 14 in week thirteen PowerPoint, play is not valued in this classroom. The children do not determine nor have the freedom to play in this schedule. 

Doherty, M.(2023). Anti-Oppressive Play Practices. Slide 14. 


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