When I was reviewing Kumashiro’s (2004) chapter regarding math, I had an “aha” moment when I read that “…schools often teach that there is a correct way to think numerically and that this correct way gives us an unbiased understanding of the world” (p.112). I have also “bought in” to the myth that math is non-oppressive because all we are dealing with are numbers, formulas, and problem-solving. However, I now see that what we both choose to include and exclude when we are teaching any subject content, can contribute to, or be a form of oppression. My level of awareness has increased, and it has caused me to reflect on how I may be engaging in oppressive teaching when I am teaching math, even though this is certainly not my (or, in my opinion, most other educators’) intention.
I think that any awareness, without planning to take some form of action to change the situation, is futile. So I plan to become more aware of whose perspective I am teaching, and what theory is behind it. I am also planning on incorporating more diverse cultural content, and formally acknowledging other mathematicians’ contributions to the field of math, whether we are using their formulas, and theories, or not.
My question to all of you is: How you plan on using your increased awareness of what may be considered oppressive teaching practices or methods, when you are teaching your students this fall?
Kumashiro, K. (2009). Against common sense: Teaching and learning toward social justice. New York: Routledge Falmer.
tmillersrpa's Blog 
I agree with you Teresa! I read the Science one, and felt the same way. I have taught Science before and do try to touch on more than the Western Science version, by trying to include First Nations and Métis ways of knowing. I know that I can do better though because I need to include the other nationalities that are in my classroom as well.
I’m looking forward to our conversations on Monday about these chapters!
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Thanks for your comments, Gwen. It is nice to know I am not alone.
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I also agree with Teresa! I think we all struggle with how to incorporate different ways of knowing into our classrooms, especially as the cultures of our classrooms become more diverse. Would it be possible for our students to help us with this task? I wonder if, given the opportunity, students would disclose (anonymously or discussion) cultural connections that could be included or oppressive aspects that should be deleted, especially if they understood our sincere desire to address these issues. Who knows, this may lead even to “learning through crisis”.
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That is a great question. I am wondering how much I may be covertly teaching “oppressively” despite my best intentions not to do so. Reading about what is “common-sense” really struck a nerve with me because until I read Kumashiro, I did not realize how oppressive schools and our society can be when we continue to follow what has been dictated as the “norm”. I know what we have learned this summer will certainly influence how I teach in the fall, and likely, throughout the rest of my career. Thanks for your comments.
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