Emancipatory Use Of Popular Theatre

Freire begins Chapter 2 of Pedagogy of the Oppressed by stating his interpretation of the educational system between teacher and student, focusing primarily on the “banking” system, which is exceptionally biased due to oppressive teachers who direct their own misguided inquiries upon their oppressed students. Freire continues on by maintaining “knowledge is a gift bestowed by those

Paulo Freire, the author of this marvelous essay, was one of the most influential educators of all time. “He spent most of his early years working in a poverty-stricken areas, developing methods for teaching illiterate adults how to read and write and to think critically” (Freire 214). He created classrooms for teachers and student to be equal in dignity. During Freire’s lifetime, he has had a great impact on many people’s lives. In one of his

“Structural inequities produces suffering and death as often as direct violence does, though the damage is slower, more subtle, more common and more difficult to repair” (Indigenous politics, 2005). The overt difference in health between aboriginal and non-aboriginal

This assessed the historical context and expressions of health inequities of indigenous peoples and ethnic and cultural minorities. Literatures have shown that on most accounts, these groups suffer from hugely disparate health outcomes in comparison to non-indigenous or majority societies. The fundamental cause of health inequity is the violation of human rights of minorities and indigenous peoples, and lack of indigenous inclusive-policy to reflect their perceptions of development.

The guest speaker Krystal Summers (2017) provided insight into the health and healing from an Indigenous worldview. This lecture presented me with the opportunity to enhance my understanding of the history and culture of Indigenous peoples in Canada through hearing Summers personal experiences. For social workers to be agents of change, they must seek to learn and understand Indigenous peoples cultural experiences and history with oppression (Mullaly, 2010). According to King, Smith, and Gracey (2009), they discovered that “indigenous health inequalities arise from general socioeconomic factors in combination with culturally and historically specific factors particular to the peoples affected” (p. 76). This point highlights one of the key ideas

The Canadian health system aims to provide equal health for all and although in recent years, general healthcare services to Aboriginal peoples have improved, Aboriginal peoples still experience poorer health outcomes than non-Aboriginal Canadians (Kowpak & Gillis, 2015). The health challenges faced by Canadian Aboriginal peoples are unique and complex (Richardson, Driedger, Pizzi, Wu, & Moghadas, 2012), especially as an outsider therefore the need to understand Aboriginal health from their perspective. Hence, in community and population health profession, knowledge of Aboriginal health increases the understanding of the underlying causes of health disparity and poor health among Aboriginal peoples. Aboriginal health knowledge is beneficial

World Health Organization (WHO) reported that globally 370 million individuals with an aboriginal identify existed in over 70 different countries. (October 2017). However, in Canada 1.4 million or over 4 percent of Canadians have an indigenous identity (Laura Aylswoth, Frank Trovato, 2012). In the meantime, Indigenous People are among Canada's most vulnerable citizens (Canadian Health Human Resources Network, November 2013). Despite the general vulnerability of aboriginal people, indigenous with disabilities are known as one of the most subjugated and isolated categories in Canada. (Raihanna Hirji-Khalfan, federal supports for aboriginal people with disabilities, 2009). The prevalence rate of disability is 31% (117100 adults)

Although the level of health inequality within Indigenous children and youth are high, the level of access to health services is unpleasantly low. Thus, it reflects that although health is related with every aspect of their lives, many Indigenous fail to engage in services and therefore social workers are essential in the process of helping them address the inequalities, whether through direct practice or on a systematic level. As discussed, the problem relating to current health issues are all tied to colonisation, and extensively racism; many find using anti-colonial discursive framework as an effective Anti-oppressive strategy. Taiaiake Alfred (2004, p. 89) states “the true meaning of colonisation emerges from a consideration of how we

Racialization and prejudice operate in health care and when it comes to Aboriginal women, this social inequality can be studied starting at primary care. Defined as the care of first-contact with a medical professional about a health problem, this field is regulated under the Canadian Health Act of 1984. The Act also states that every Canadian is eligible to choose their own primary care family doctor since their service charges is covered at the provincial and federal government level. (Hutchison et al., 2011) Even though reserve communities are funded at the federal level, for Aboriginal women on-reserve, this “choice” does not come with variety; and often primary care of treatment by a family doctor can involve situations of discrimination and judgement based on their race, class, and gender (Hutchison et al., 2011). The qualitative study interviewing Aboriginal women and documenting their experiences of primary health care on-reserve sites in northwestern Canada, found that many of the population’s health concerns were not taken seriously and often dismissed by their health care providers. Women of the older generation especially, often did not have a covet to form a patient-physician relationship in order to express their health problems, stating that this was what was taught by their teachers in residential schools in the past. Some also mentioned that the need to show their card of Aboriginal identity when accessing primary care services, such as the dentistry or

The main topic of this essay is Indigenous health. It will show how males and females are impacted physically , socially and mental in the indigenous community. The essay will talk about what is health and using it to discuss in relation to the social determinate’s of health.As defined by the World Health Organisation (WHO) it is a “ state of complete physical , mental and social wellbeing and not merely the absence of disease or infirmity”.

The prominent discrepancy in Indigenous health often seemed to me as an inherent characteristic of Indigenous people. Now I understand that its rather a painful consequence of a history of racism and ethnocentrism. As an Indigenous Egyptian, my sense of being, pride and esteem emanates from my family and my culture, I regard them as my haven, and spiritual fountain. Hence, I cannot help but cringe to think of how traumatised and dispossessed I would be, if I was taken from my family and made to reject my heritage. Such suffering would reverberate across many

This paper has assessed the historical context and manifestations of health inequities of indigenous peoples and ethnic and cultural minorities. Literatures have shown that on most accounts, these groups suffer from hugely disparate health outcomes in comparison to non-indigenous or majority societies. Indigenous, ethnic or cultural rights to health can be achieved when the following benchmarks are incorporated in to the policies.

Critical pedagogy, influenced by Paulo Freire and Michael Apple, sees students become participants in their learning, where topics are relatable and relevant to their lives. Critical literacy refers to the use of text and other communication to challenge the rules governing the societal norms of everyday life (Luke, 2012, p.5). Asking students to interrogate a text and question the use of language, allows them to form a critical observation about what the author wants the readers to know, for example, when studying Australian First Contact, allowing students to draw conclusions about the treatment of Indigenous people from a text which glosses over the details, ensures students look at the topic from multiple angles and apply their sociocultural knowledge to the discussion. The introduction of multimodal tools into literacy teaching, acknowledges that a

He saw education (specifically, literacy) not merely as a means of transferring information as if one were filling a box, but instead as a means of liberation and revolution, that instruction should teach students how to think, not what to think, and give them the power to call into question the facts of everyday life (Gibson). In Freire's Pedagogy of the Oppressed, he suggests that the common people are constantly oppressed and forced to become submissive, and that in turn, they will oppress others in a similar fashion. Traditional education is one of the first vehicles for this cycle of oppression and submission, and therefore Freire insists that educators must stimulate students to think through acceptance and equality; that a teacher "is himself taught in dialogue with the students, who in turn while being taught also teach…authority must be on the side of freedom". According to Freire, it is critical that this student-teacher equality exist in order for a student to develop his or her ability to think individually.

The Public Sphere within theatre was a concept that was first delineated by philosopher Jurgen Habermas in his book titled The structural transformation of the public sphere, in which he refers to the right that all citizens hold, the right to participate and engage into discussions on public matters of interest and public issues. Habermas writes: “the audience does not constitute a space for spectators and listeners but a space for speakers and addresses who engage in debate.” (Habermas in Balme 2012). The Public sphere has now become a space, a stage, for performers, speakers and protesters to have a voice rather than for the preliminary use of entertainment for the audience, spectators and listeners.