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One of the many ways I will act to end racism in my classroom, and in my life outside school, will be to make sure I demonstrate supportive encouragement in a vocal way for children of color or any notable characteristic that is capable of becoming stigmatized by peers, because when children see adults especially in institutional roles of power modelling behavior that destigmatizes vulnerable students, they are highly receptive and thus likely to consider that model before unquestioningly adopting behaviors their parents or peers may display.
Direct action against classism will also include the other isms because my thinking now is that I want to focus as early as I can on media literacy around advertising, to dismantle if I can, students' assumptions that the products they see displayed as social objectives. Understanding that the companies who make and market these products have a vested interest in seducing us into stereotypes that few individuals can even if ever attain, will hopefully prevent future psychological damage around body image for example, and class concepts of privilege and dependence, they very likely will suffer as victims of advertising; and prevent a list of social mental and public health harms that likely cost the taxpayer or at least the medical consumer very real dollars. I will teach my students to question advertising, and the values it transmits.
3. Throughout the semester, we have looked at the effects of privilege on both "agents" and...
I have become convinced that...
This is particularly important given the powerful modelling role adults in institutional positions like teachers and administrators have, in both perpetuating and confronting discrimination and oppression. The most valuable realization is that excuses like "I didn't own slaves," or "I never had anything handed to me" are subtle lies that enable us to look away from behaviors and practices we find difficult and demoralizing because they are systematically designed to demoralize and defend against such confrontation. Believing or at least accepting the possibility that there are people who actively work to perpetuate systems of privilege, that their privileged group does not include me no matter how hard I work, and that they are actively trying to get me to believe the lies that keep me subordinate to them, is the first step in 'pulling the fly back up' and starting to look for ways to remove the gate from their privileged community. It won't be difficult to recognize institutional discrimination now that I'm looking for it, because there are so many obvious ways now that I know how to look past the smoke and mirrors, that the more subtle ones will become apparent after these are dismantled.
Race and U.S. Imperialism When analyzing European imperialism (particularly that which occurred within the United States) it is crucial to note the role that race played in it. There is evidence that indicates that at one point, race itself became more of a factor in the justification of imperialism and the institutions which facilitated it and engendered its success than even religion did. Race was principally used to account for a
Race and Community Anderson, South Carolina: Race and Community A soft southern twang of the local server at the local cafe and the warmness of the air that envelopes me even into the fall months, the beauty of Anderson, South Carolina is something that I enjoy constantly. It is the environment of Anderson that I enjoy so much that also fosters the community and the human interactions that make it up. Human
Race and poverty are closely connected in the U.S. And this is primarily owed to the fact that racism is still strong in the civilized world. Racism in this country goes back during the late eighteenth century when the 1790 Naturalization Act provided any European immigrant with the right to become a U.S. citizen while other nations were prevented from becoming citizens and ended up having to work in low
3. According to Yosso, "Vincent Tinto's Stages of Passage" model argues that students engage in three processes early on in college: separation, transition and incorporation. However, in the Esmeralda section of Yosso's book, where Esmeralda narrates the story, one discovers that this is really just a specific formulation of stages geared to focus on the experiences of white students and doesn't at all encapsulate the very unique and very distinct experience
Race and Media Larson, Stephanie Greco. (2006). Media & Minorities: The Politics of Race in News and Entertainment. Lanham, MD: Rowman & Littlefield Publishers, Inc. Print. The First Amendment of the Constitution of the United States guarantees, among other rights, that Americans will have the right to free speech. It is based on the premise of this right that there is also a free press in the U.S., and solidifies the fact
Race and Recreation Memo FROM: Kristopher G. Arason, Principal of Red River High School Red River High students who chose to wear Ku Klux Klan (KKK) uniforms to the school hockey team's State tournament Semifinal game, it is my responsibility to personally address this unfortunate situation. While it goes without saying that the actions of these three students is a disappointment to all of us, as the history of racial discrimination epitomized