Analysis Of Equity, Diversity And Inclusivity

According to the Equality and Human Rights Commission First Triennial Review 2010 “The Equality Act 2010 complements and builds on the provisions of the Equality Act 2006, which itself strengthened several aspects of discrimination law and set out the roles and responsibilities of the Equality and Human Rights Commission.”

The main arguments of Mohanty, Liederman, and Sen have similarities and differences. First, Mohanty’s main argument emphasizes the issue of white Western women belittling those of other cultures and ethnicities within the feminist movement. By asserting a universal notion of womanhood, these white Western women show ethnocentric universality through their ignorance of how the meaning of femininity, oppression, and liberation in the women’s movement vary in ethnic and cultural contexts (Mohanty, 1984, p. 335). By using a mindset that ignores ethnic differences, they therefore falsely construct and analyze “third world women,” believing that these women desperately need help to advance in society. Mohanty argues that in order for a feminist movement to advance, women must discontinue a paternalistic method of marginalizing women of different ethnicities to recognize the varied meanings of femininity, oppression, and liberation and enhance their solidarity and effectiveness as a whole group. This ethnocentrism is also present in Liederman’s

The first assumption argues that “western” feminist discourses emphasize that all women are bound together by a shared oppression and are powerless (53-54). Mohanty systemically explores this theory through an in depth analysis of five categories in which women of the third world are traditionally presented as homogenous victims by “western” feminist. The first two categories, women as victims of male violence and women as universal dependents, arguably offer the most straightforward deconstruction of the gendered body of knowledge that is power. Women, especially women of the third world, are all seen as victims of male violence and control (54). All women are defined as powerless, and all men are defined as powerful (55). Similarly, all women are defined as powerless dependents in the second category. Mohanty argues, “this is because descriptive gender differences are transformed into the divisions between men and women” (55). This division possesses a privileged position as the explanation for the oppression of women (56). Therefore, women are seen as a powerless group no matter what the historical or cultural situation because they are deemed so prior to any analysis (56).

[1.1].In your setting, there is a range of policies which formally sets out guidelines and procedures for ensuring equality. The policies must take into account the rights of all individuals and groups within the school as well as considering the ways policies work to ensure equality, inclusion. Policies also pay regards to the values and practice, which are part of all aspect of school life.

There are many pieces of legislation that are put in place to protect and safeguard vulnerable people; like Mrs Naidoo. I am going describe five pieces of legislation and regulations, and explain how they safeguard vulnerable adults.

Diversity means differences and variations, within in people for example different races, beliefs, physical appearances, age, capabilities, customs and gender and class.

Anthropological Reflections on Cultural Relativism and Its Others, many American political makers attempt to interfere with women in the Muslim culture, because they see them as things that need to be saved. American society focuses purely on their cultural and moral differences, instead of the marvelous beliefs and lives they lead. Abu-Lughod argues that instead, the American government needs to focus and learn to appreciate these differences among women around the world. She also states, “When you save someone, you imply that you are saving her from something” (Ab-Lughod, 2002, pg.788). Again, this is crushing the spirits of strong, independent women; implying they are objects that need to be protected. This is a great example of how the American government is trying to mitigate the rights and choices of

There are many legislations relating to diversity, equality and discrimination, on October 2010, the Equality Act 2010 came into effect. This Act replaced previous legislations (such as the Race Relations Act 1976 and the Disability Discrimination Act 1995). This act ensures that people are protected from discrimination in the work place and in wider society.

Marilyn Frye has universal definition of oppression as being “a system of interrelated barriers and forces which reduce, immobilize, and mold people who belong to a certain group and effect their subordination to another group” (7). Feminists are working to dismantle the restrictive powers to create equivalent opportunities for all people. On paper, it seems black and white because everyone is working together towards the same goal of equality. On the ground, the divisions of gray can be seen between the vast variety of methods and opinion. As the tension builds, there are two main camps formed: The Western feminist and the Non-Western feminist. (While I personally object to this terminology because of its Eurocentrism, I have yet to find alternatives that encompass the same meaning so it will have to stay standing as imperialist as it is.) Both sets of activists have different roles within these current predicaments facing the unjust treatment of women. Western feminists find themselves in a stalemate of passing critical judgement on another culture or standing aside and letting the injustice continue. Non-Western feminists are working against the oppression in their society as well as the overreaching Western feminists before they can make their voices heard. Therefore, my argument is that Western feminism needs be revised into becoming the megaphone for Non-Western feminist issues. That way ideas from people on the ground are not disregarded and those on the outside who

In this assignment I will demonstrate my understanding of equality and diversity as a key approach to policy and practice within my setting. I will make reference to current legislation such as equal pay act, disability discrimination act, sex discrimination act and equality act. Other areas of discriminatory practice I will discuss are language and terminology, stereotyping and attitudes in relation to children and young people. I will explore anti discriminatory practice and diversity that is within the everyday role of the early years practitioners. I will also explore an area of my practice using my understanding of equality and diversity through an audit of provision to develop practice and outline any issues. The audit I will carry

he second article being looked at is ‘Muslim Women’s Quest for Equality: Between Islamic Law and Feminism’ by author Ziba Mir-Hosseini. This article looks at the plight of women in both the Middle East and Southwest Asia and looks the the distinction between sharia law and fiqh. Mir-Hosseini argues that Muslim women will be treated as second class citizens as long as patriarchy is justified and upheld in the name of Islam (pg.629). Both the invasion of Iran and Afghanistan were justified on the basis that Muslims were in need of “freedom” and “democracy”. By doing this is has brought upon many internal and external struggles. Muslims in these countries see the “neo imperialist intervention as a direct assault on their religion” (pg. 631). Further giving more reason to legitimize the power of radical Islamists such as Al-Qaeda.

The purpose of this article is to first understand the policies related to racial diversity. From that point, it analyzes the possibilities to restructure these campus policies to incorporate Asian Americans as an equity manner. Different experiences for Asian Americans in higher education through the years are interesting as a diversity point of view. Asian Americans students have access to financial aid and other social service during their staying in the United States. In addition, they also face several limitations to these services that make many investigators as well as people related to education to misunderstand the range of Asian American students’ experiences. Participation and perceptions from these students were critical to shape and give a specific pattern to current practices, and policies will be benefit for both

I find that the concepts of diversity, inclusion and social justice to be important because they build on each other and have the power to change the world. When all of these aspects work together and are acknowledged then we are able to work toward changing social norms and creating aspects in society that are focused on equity, rather than equality. Of course, social justice should be the goal that we as individuals want to achieve in liberating areas of our that have limited and restrained others. I connect diversity and appreciating diversity with being the foundation to this equation of equality because individuals need to understand that there will be differences between people. I enjoy the statement on, “… Who is in the room?” because it starts to explain the variations in personal characteristics within a group of people. This is going to be part of my position as an RA within Resident Life because a floor’s residence are going to have wide range in their own diversities through their age, sexual orientation, journeys to get to college, race and ethnicity, etc. I am proud to have experienced the things I have and lived and go to high school in such a place like Aurora, CO to where I was able to live and embrace a diverse community. I came to define this diversity to be normal, but coming up to CSU and Fort Collins has shown me how much of Colorado does not have the same kind of standards. The next support beam to building this idea that works toward social would be

Rula Ghani, Nadia Sidiqi, and the groups of civilians of Afghanistan have all given attributes such as hope, confidence, and comfort in their movements to do this. Although immoral and unjust, the Taliban’s oppression of women induced the furtherance of the push for the rights of women not only in Afghanistan, but all over the globe. revolutionizing the modern discord regarding equal rights for all people. Therefore, while astounding, the oppression of women by the Taliban was indirectly a huge leap towards ameliorating women’s

She is an American feminist, author and social activist. Feminism is for Everybody provides an introduction to the idea of overlapping systems of oppression. Two of her ideas are of a significant importance to this study. The first is that patriarchy reinforces other oppressive systems such as racism and classicism. It is one of tools to keep male domination as she argues in her introduction that “In return for all the goodies men receive from patriarchy, they are required to dominate women, to exploit and oppress us, using violence if they must to keep patriarchy intact” (Watkins,7). The other idea is “sisterhood” and women solidarity. This idea helps in analyzing the empowerment that the Afghan women in the novels receive through helping each other out in every complicated situation which is asserted in the third chapter of the book that entitled Sisterhood is Still Powerful “To demand control of our sexuality, effective birth control and reproductive rights, an end to rape and sexual harassment, we needed to stand in solidarity”