Race, Class, Gender Journal The topic of race, class, and gender interests me but only at a distance. To me, these were things other people had -- the way that a Texan visitor has an adorable accent, but you do not. As an Irish, middle class woman, my own experience of race, class, and gender has been rather uneventful and, perhaps, sheltered from the difficulties that others experience as a result or reaction to their cultural context. However, as I read more I began to see the issues more clearly and I became engaged. I began to see some commonality between the stories whereas each fought to reject some dehumanizing aspect of particular cultures, or sub-cultures to recognize and uphold a more universal and innate human dignity and worth.
Word Count (excluding title and works cited page): 1048
Race, Class, and Gender is an anthology of articles that express various interpretation and insights of the relationship between race, class, and gender and how these things shape the lives of people and society. The topics and points-of-view offered in the anthology are vast and interesting. They offer a strong historical and sociological perspective on such issues as prison populations, the working poor, or the life of Muslims in the United States. This journal is my personal reflection after reading this book. How did the reading make me feel? Did any of the readings make me feel uncomfortable? Was there any part of the book that rang true with me? Were any of the articles disturbing, shocking, surprising, or impressive? Finally, an original poem will be included in response to the experience of reading Race, Class, and Gender.
How did the reading make me feel? My initial approach to this book was one of a student. I began reading it somewhat detached and objective, as if I were reading a standard ...
Some of the readings did make me feel uncomfortable for a variety of reasons. At times, the readings were uncomfortable in the sense that I wanted to stand-up against the injustice being elucidated, at other times the discomfort stemmed from a belief that the injustice was being over emphasized, magnified, or was presented in a very narrow-minded way. For example, in Gallagher's article "Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post-Race America," puts forth an analysis of the history of color/race discrimination and a current attitude among white populations that race discrimination is a thing of the past. Gallagher suppose that the commercialism of race-related symbols, such as hip-hop music, or baggy pants has contributed to a false sense of race equality. While I see his point, I think the article was long-winded, redundant, and over simplified. Does the existence of race-related poverty undermine the advances that minorities have made in the public eye? Isn't it better today, then it was 40 years ago? Isn't it a good thing that African-American sports figures, for instance, can enjoy their wealth publically? Americans have come a long way since the days when the Brooklyn Dodgers refused to sit next to Jackie Robinson. It makes me sad to think that progress is never enough.
Another, perhaps unintended, aspect of this article that…
The topic of race, class, and gender interests me but only at a distance. To me, these were things other people had -- the way that a Texan visitor has an adorable accent, but you do not. As an Irish, middle class woman, my own experience of race, class, and gender has been rather uneventful and, perhaps, sheltered from the difficulties that others experience as a result or reaction to their cultural context. However, as I read more I began to see the issues more clearly and I became engaged. I began to see some commonality between the stories whereas each fought to reject some dehumanizing aspect of particular cultures, or sub-cultures to recognize and uphold a more universal and innate human dignity and worth.
They also had the power to decide the merits of evidence and arguments. In the 19th century, judges gained greater control over juries and the role of juries became what it is currently; hearing evidence presented on both sides and determining the guilt or innocence of the accused. The advantages of the jury system lie in the foundational elements articulated and supported by amendments and the Supreme Court. The Sixth
57). Coker's article (published in a very conservative magazine in England) "reflected unease among some of his colleagues" about that new course at LSEP. Moreover, Coker disputes that fact that there is a female alternative to male behavior and Coker insists that "Whether they love or hate humanity, feminists seem unable to look it in the face" (Smith quoting Coker, p. 58). If feminists are right about the female nature being
Under these circumstances, an ethical dilemma is born. Should society control its development or leave it to chance? And in the case that it should control it, which categories should it help? If the person in the above mentioned example is helped, we could assume that in a certain way, the person who was not helped because he or she already disposed of the necessary means, the latter one might
" Despite the fact that "beauty is in the eye of the beholder" social and economic norms and standards make a clear difference between women in particular when it comes to their tagging in the society. There is a clear cut idea that the attribute of "beautiful" or "attractive" is also synonymous to higher rates of productivity. Beautiful women are considered to be better assets for the companies and employers tend
The growing number of New Yorkers lacking health insurance has been a persistent concern of government as well as the public. (309) In contrast, the distribution of health care resources came to the fore more recently. The New York State Commission on Health Care Facilities in the 21st Century, for example, recommended a series of hospital closures and downsizing, based primarily on financial considerations in 2006. (310) As described below,
Learning Objectives for Adult Education Managing and Exploiting the Impact of Classroom Diversity in Adult Arts Education As the American population becomes increasingly diverse, so goes classroom diversity (Cooper, 2012). By the end of the current decade, a White majority will no longer exist among the 18 and under age group. This rapid progression towards a plurality has already impacted primary schools, but the trend toward increasing diversity is beginning to affect