In this article, Kevin K. Kumashiro draws on his experience as a teacher, teacher educator, and education researcher to analyze how anti-oppressive educators may operate in ways that challenge some forms of oppression yet unintentionally comply with others. Drawing on Butler’s work, which views oppression in society as being characterized by harmful repetitions of certain privileged knowledge and practices, the author examines how theories of anti-oppressive education can help educators learn, teach, and supervise student teachers, and conduct educational research in ways that work against such harmful repetitions. Kumashiro describes incidents in which his students sought knowledge that confirmed what they already knew, and when he as the teacher unintentionally missed opportunities to resist this repetition and guide his students through an emotional crisis. Using the framework of repetition, Kumashiro challenges anti-oppressive activists and educators to disrupt some of their own unconscious commonsense discourses that serve as barriers to social change. (pp. 67-92)

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