Education Can End Systematic Oppression

In Chapter 2 Freire explores the structure of existing education, the banking approach, which consists of a subject (the teacher) transmitting concrete, inflexible knowledge to a number of objects (students). This style of education is reproduced and encouraged by oppressors because it encourages a view of the world as static and people as objective observers of it. Freire posits the problem-solving approach as an antidote to the banking approach. With the problem-solving approach, the lines between teacher and student are blurred. Everyone is encouraged to constantly examine and re-examine themselves, the world around them and the ever-changing relationships between them. Through this type of education, people come to see themselves as developing human beings who

Neglect trauma is a rising problem, as other forms of trauma, particularly abuse trauma, have decreased of the last couple of years, neglect trauma is rising. In 2008, according to the U.S. Department of Human Services, of all the maltreatment cases “71.1% of those were neglect” (Kazemaian, 2011). Many researchers, (Mersky and Reynolds’, Dierkhising, Kerig, Buffington, Ford, Ryan, and Maxfield) have studied the topic of neglect trauma and juvenile delinquency extensively, and have all

If we take children out of a neglected home, and put them into homes in which they continuously experience neglect, are we really doing good for them or making the situation worse? Neglect and physical abuse will be better understood if it is viewed in a developmental perspective. Oswald (2010) examines the correlation beween development and foster care: “Foster children described more attention problems, social problems, delinquet and aggressive behavior etc..”(p.467). These foster children should recieve the same form of education and teaching as other children so they can avoid a possible developmental

A recent analysis was released based on 13 southern states where suspensions and expulsion rates are overwhelmingly higher for black students than they are of white students. The director of the Council of state Governments Justice Center, a nonprofit policy group, stated that “blacks are more likely to be expelled in situations where teachers or school leaders have discretion on deterring how to resound to behavior, such as when a student is deemed disrespectful or defiant or violates a dress code.” Educators are prepared for educating students but are not prepared to deal with personalities that they don’t understand. “People are doing their jobs or living their lives, and do not understand themselves as agents of oppression.”(Young pg.42) Studies have shown that students who are expelled or suspended are more likely to get into trouble and end up with criminal backgrounds, than students who are not removed from school. (New York Times)

Throughout the duration of this course, we can establish that neglect is a form of child maltreatment. By definition, child neglect occurs when the child’s parent or caretaker fails to provide basic, fundamental needs to the child (e.g., physical, emotional, medical, or educational) (Miller-Perrin & Perrin, 2013). It is a maltreatment that commonly begins at an early age and can be built to something more chronic in his/her life (Hildyard, 2002). Initial neglect can result in short-term consequences such as anxious or disorganized style of attachment; recognizing and distinguishing emotion in others; and intelligence and problem-solving skills (Rhoades, 2017). However, the consequences can persist and develop long-term. This paper will investigate

In 2012, nearly four million children were reported to Child Protective Services (CPS) with concerns of neglect or abuse (U.S. Department of Health and Human Services, 2012). Out of those four million reports, approximately 563,000 children were found to be victims of substantiated neglect, as reported and inspected by CPS (DePanifilis, 2006). In 2002, 1400 children died as a result of abuse or neglect (Harder, 2005). Cases of neglect occur roughly three times more (75%) than cases of physical abuse alone (18.3%), five times more than sexual abuse (9.3%), and are more likely to result in the death of the child (U.S. Department of Health and Human Services, 2012). The impact of neglect can severely damage the physical, cognitive, interpersonal and emotional development of the child (DePanifilis, 2006). Parent-training interventions are frequently utilized in the child welfare system when working to preserve the family unit or have reunification as an end result (Barth et al., 2005). In children that have been neglected, do parent-training interventions reduce the negative impacts of neglect?

Tufford, Bogo, & Asakura (2015) states “the domains of child maltreatment include both child abuse (wilful acts such as physical, sexual and emotional abuse which harm a child) and neglect (failure to provide for a child’s basic needs) (Fontes, 2005)” (Tufford, Bogo, & Asakura 2015, p. 3). These areas will have a life-altering impact on a child’s life and it might change how they view people and things around them. Tufford, Bogo, & Asakura (2015) states “neglect, as a form of child maltreatment, can take many forms such as failing to provide adequate food, clothing, shelter, supervision, medical care, emotional care or education” ((Tufford, Bogo, & Asakura 2015, p. 3). Neglect is also big issue just as Tufford, Bogo, & Asakura (2015) mentioned, not giving a sufficient amount of food, not providing them with emotional support or proper education or medical care could put a child in this category. Therefore, simply providing a child with their basic needs can solve the problem, although not everyone can afford this basic needs because of life’s situations. Situation like poverty, lack of work, and others can cause this to happen. This is why Tufford, Bogo, & Asakura (2015) also states that “Child Neglect can often be confounded by poverty, inadequate housing and dangerous neighbourhoods as parents or caretakers have fewer resources to provide children with the care they need (Jonson-Reid, Drake, & Zhou, 2013)” ((Tufford, Bogo, &

Child abuse and neglect can have a lifelong implication on a victim, including in their well-being. Even though the physical wounds on a child may heal, there are several long-term consequences of experiencing the trauma of abuse and/or neglect. Children who are maltreated are often at

Of all the reported American child maltreatment in 2013, 79.5% of victims experienced neglect, more than four times the victims that were physically abused (U.S. Department of Health and Human Services, 2013). Neglect is one of the most common forms of child maltreatment and public awareness of this problem was raised in the 1960s by the work of C. Henry Page 1 of 1Kempe which described the battered-child syndrome. It was only then that child maltreatment was regarded as a serious social problem. Since then, a new field has grown, with professionals researching to understand the problem and effective interventions needed and yet, neglect is still often given less attention than child physical and sexual abuse. The signs of neglect are usually less visible than the physical signs of abuse but it is just as detrimental to the general early development of children as abuse. By examining the consequences of neglect in children on their cognitive development, the problem can be slowly addressed and resolved to a certain extent. Not only does it affect cognitive, language and emotional development in children, it can also result in long term consequences such as poor academic performance and attachment problems. However, research has shown that an enriching environment given to the children once they are out of an environment of neglect can promote resilience which to a certain extent can recover the effects of neglect on various aspects of development.

Abuse and neglect during childhood can have an impact on an abuse victim’s health and psychology, because a victim’s brain does not properly develop during childhood. Abuse during childhood has been attributed to psychological and behavioral disorders as well as physical ailments. These disorders can stem or bloom in adolescently or adulthood.

My continuation of Pedagogy of the oppressed inspires frequent reflection of the experiences had throughout my career. One particular supervisor often comes to mind. According to Freire (2000) “It is in the interest of the oppressor to weaken the oppressed still further, to isolate them, to create and deepen rifts among them” (p. 141). Being the only two in our department, I escaped her subjugation. However, the rest of the organization was fair game. Her diabolical actions added tension to an already strained relationship with union members. Salaried and hourly employees were pitted against each other. Activities and rewards that gave the employee recognition and on-the-job purpose were discarded. She wanted that control and needed to have

Not all children can or will be negatively affected by neglect – they are essentially resilient. Being resilient means “being able to recover easily from difficult circumstances, bounce back and persevere, able to adjust to misfortune, and are adaptable” (McCoy & Keen, 2014, p. 230). Unfortunately, not every child can be resilient and the consequences can severely impact the child growing up. When determining whether a child will be resilient or not, it is important to look at the duration of the neglect as well as the severity (McCoy & Keen, 2014, p. 114). “A child’s experience of abuse and neglect during their developmental years poses a negative effect, not only physically, but also psychologically… (Gibb & Abela, 2008; Stirling & Amaya-Jackson, 2008)” (Ban, J., & Oh, I., 2016).

The ability to learn information in the classroom brands a good student. The willingness to find answers in the pursuit of these questions through interaction transforms them participants of the educational process. Case in point, in the two texts, Pedagogy of the Oppressed by Paulo Freire and The Uses of “Diversity” by Jonathan Kozol, both talk about the harming effects of education when educators fail to be active members in the development of their students. Alternatively, Freire presents two education models, in which one limits the attainment of the learner by an oppressive factor, and the other proposes a dialogue between the teacher, and the student to be as equals in that education process. Meanwhile, Kozol highlights

Child neglect is a type of abuse that mostly go unreported for different reasons. As indicated by Nemeroff (2016), neglect is characterized as a kind of abuse in which a guardian fails to provide the needed supervision, shelter, clothing, medical care, education, and food to their children. It is said that because of this a child’s safety, health, and well-being are threatened with harm (Nemeroff, 2016). Neglect is usually less studied than abuse, and it’s linked to the development of severe behavior problems (Asscher et al., 2015). In 2012, it was recorded that roughly 3.4 million referrals were reported to the child protective services by the United States Department of

My oppression is not always visible, but it is ever-present. I am a black, bisexual woman raised in a single parent household, and I did not know my father for the first four years of my life – and for the next 12 he was merely a child support payment and monthly visit. Therefore, my oppression is easier to identify than my privilege, but I have always been aware of my privilege and how that privilege affects my immediate environment and role I play in it as well as larger society I grew up in a racially diverse, affluent suburb with no fears of where my next meal was coming from or if the electricity bill would be paid. I was afforded quality primary school education and given the opportunity to go to college instead of worry about providing for my family. That in itself is a huge privilege.