Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. Oppression tends to exist in compartmentalized, clearly labeled categories of race, social class, gender, or sexual preference. While these rigidly defined categories may have been applied to allow for rational discussion of problems and solutions, the truth is that they are inherently oppressive themselves. Hatt- Echeverria and Urrieta (2. They further assert that this “compartmentalization of oppression arises from imperialistic and institutionalized motivation to quantify, order, and label the world in order to . Such is the case with the relationship between classism and racism. The two “- isms” are closely related, as racial and socio- economic lines intersect. Many of the anti-women rules that Taliban practiced were first of all the rules formulated and practiced by Rabbani-Massoud government after they came to power in. Choice, option, alternative, preference, selection, election mean the act or opportunity of choosing or the thing chosen. Movement; Nicholas and Sheryl; Team; From two of our most fiercely moral voices, Half the Sky: Turning Oppression into Opportunity for Women Worldwide is a. I've never been punched in the face. Not in an actual fight, at least. I'm not much of a fighter, I suppose. Berliner (2. 00. 6), in his research and discussion on poverty in urban schools, found that minority groups who live in urban areas are strongly represented in the census numbers reflecting groups experiencing extreme poverty. There exists a strong correlation between poverty and race, which directly contributes to the achievement gap that exists among minority students in urban public schools and their dominantly Caucasian, suburban counterparts. This correlation results in a shift of power and privilege to the dominant race/culture, and the marginalization of many students, first by social class, and secondarily by race. The strong correlation between poverty and race directly contributes to the achievement gap that exists between minority students and their dominantly Caucasian counterparts. The result is a shift of power and privilege to the dominant group and the marginalization of many students, first by social class, and secondarily by race. Hatt- Echeverria and Urrieta (2. Those relationships can differ based on the individual identity of the person affected. Essentially, an African American female student may be affected or influenced differently by an oppressive force than a Latino male. While both students may be struggling with systemic oppression in the form of poverty, they each would be influenced differently by it within the contexts of their own gender and race. Thus, the individual’s place in the “matrix” is determined by his or her own personal backgrounds and experiences. This is an important idea to understand for the teacher. It is important to see through the systemically oppressive categories that have been put in place, and the assumptions they create and support. Recognizing each student as an individual is the first step in rising above the paradigms created by such labeling. A teacher who views his or her class through the lens created by racist or classist stereotypes serves only to perpetuate the oppression that is already in place. Only 8% of kids growing up in low- income communities graduate college by the age of 2. Of those who grow up in high- income communities, 8. Paolo Freire (1. 97. He discusses the nature of the existence of the oppressed, and the catch- 2. Over generations, this situation manifests itself in the oppressed people or person as a struggle over their dual desire for, and fear of freedom. It is known that authentic existence and therefore respect and education cannot exist without freedom, but that freedom itself is, at times, innately feared by the oppressed because of their internalization of the oppressive system itself. Before I go further, I must put to rest a misnomer. Contrary to what's been reported in the news for years, there is no Israeli-Palestinian conflict. In studios across the nation, as many as 20 million Americans practice yoga every day. Few worry that their downward dogs or warrior poses disrespect other cultures. The Oppression of Black People, The Crimes of This System and the Revolution We Need “The young man was shot 41 times while reaching for his wallet” I agree that misandric laws cannot begin to describe the level of cultural misandry in Iran. Women controlling and manipulating men like they are slaves on leash, is. Eventbrite - MN LGBTQ Therapists Network presents Beyond the Boxes II: Three Cutting Edge Topics in LGBTQ+ Mental Health: Gender, Poly & Oppression Fatigue - Friday. The aforementioned dilemma must be taken into consideration in the education of these individuals. Dewey’s (1. 98. 9) concept of “the influence of tradition” also indicates the duality of this issue, in a way similar to Freire’s catch- 2. On one hand, it leads to effort to perpetuate and strengthen the conditions which brought it into existence. But, on the other hand, a tradition may result in habits that obstruct observation of what is actually going on” (p. As teachers, we must recognize the ramifications of this tradition of oppression, and not be blinded by the habits that might accompany it. Good and Brophy (2. It is true, as they indicate, that interactions between teacher and students could be impacted by race. Teachers might feel a sense of hostility or rejection of minority students, or even rate those students less favorably than their classmates. The teacher must be sensitive to the diversity found in the classroom, and foster a learning environment that incorporates that diversity. This begins with an awareness of the differences amongst students, as well as the differences between the teacher and the students. The solution offered by Freire is authentic dialogue. From an educational literacy standpoint, this dialogue must be genuine, and not a “false charity” (p. Freire. Forging mutual understanding and respect is paramount, and introducing learning materials that would be more easily related to by marginalized students is a good place to start in engaging those students in the learning process. Since part of that dilemma is the struggle for identity as “spectators or actors” (p. Socio- economic stratification in American society creates clear dividing lines between the “haves” and the “have- nots.” Spradlin and Parsons (2. In terms of oppressive force, the lack of opportunities for impoverished students can be the most stifling, with a direct impact on the student’s educational attainment. The History of Female Oppression The negative impact becomes institutionalized when public schools enter the system as a social microcosm, implementing “the prejudice, oppression, and discrimination evident in larger society” (p. The disadvantage perpetuated by this oppression can influence a student’s motivation to succeed in school, and has been shown to negatively impact academic performance and levels of self- esteem. In many urban school settings, the racial impact of socio- economic status is reflected in the academic performance of minority students in those schools as well as in the sense of hopelessness that often accompanies it. In the classroom, the teacher’s greatest challenge is to instill hope. If a sense of hope can be fostered, and a plan for the future developed, an at- risk student may be able to find the motivation to succeed in school and work to better their prospects for a better life. Jonathan Kozol (2. New York City high schools that exposed hopelessness. Through his narrative, it is clear that the students’ plans for the future following high school are uncertain. Only one out the seven students interviewed, in one case, indicated they had plans to go to college. The other students expressed their frustration and anger through obscenities and sarcasm. It is unclear how a student could strive to succeed academically if they have no hope of a positive future result, given their current circumstances. Kozol’s interaction with the students cements the fact that race and class lines follow one another very closely, to the point of re- segregation in the cases of many inner- city schools. Hursh (2. 00. 8) echoes this finding, pointing out that many urban school districts are predominantly comprised of a minority student population, with less than 1% of students being white. The disparity in the diversity of urban school populations is matched by the growing achievement gap that exists between white students and students of color. The process begins early, during a child’s infant and toddler years. What Kozol (2. 00. Education and politics are intertwined, and it seems the best way to address this problem is through political involvement. Berliner (2. 00. 6) asks a critical question of education reform policy that corresponds with Kozol’s findings: “Why do we put so much of our attention and resources into trying to fix what goes on inside low performing schools when the causes of low performance may reside outside of the school? Continued on Next Page »Berliner, D. Our impoverished view of educational research. Teachers College Record, 1. EJ7. 37. 31. 9) Retrieved April 2. ERIC database. Dewey, J. New York: Prometheus Books. Freire, P. Pedagogy of the Oppressed. New York: The Continuum International Publishing Group, Inc. Good, T., Brophy, J. Looking in Classrooms, 9th ed. Boston: Pearson Education, Inc. Oppression DefinitionOppression Of Women In AmericaHatt- Echeverria, B., & Urrieta, L. Educational Foundations, 1. EJ7. 75. 22. 3) Retrieved April 2. ERIC database. Hodgkinson, H. Demographic trends and the federal role in education. Center on Education Policy, (ERIC Document Reproduction Service No. ED5. 03. 86. 5) Retrieved April 2. ERIC database. Hursh, D. High- Stakes Testing and the Decline of Teaching and Learning. Lantham: Rowman & Littlefield Publishers, Inc. Kozol, J. The Shame of the Nation. New York: Three Rivers Press. Ragland, M., Clubine, B., Constable, D., Smith, P., Council of Chief State School Officers, W., & Texas Univ., A. Expecting success: A study of five high performing, high poverty schools. ED4. 68. 01. 0) Retrieved April 2. ERIC database. Spradlin, L., Parsons, D. Diversity Matters: Understanding Diversity in Schools. Belmont: Thomson Wadsworth. Slavery and the Making of America.
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