Resistance to Oppression

A story is most powerful when it inspires the reader to believe that reading the story is “necessary”. In our textbook, there are three stories that hold true to this idea and follow the “Between Worlds” theme. These stories are, “A Cab Drivers Daughter” by Waheeda Samady, “Three Ways of Meeting Oppression” by Martin Luther King Jr., and “Where Are You Going, Where Have You Been?” by Joyce Carol Oates. In “A Cab Drivers Daughter” a Pediatrician examines her life and the life of her father; she notes all the stereotypes and negativity that surrounds an immigrant driving a cab. This story shines light on the generation gap and cultural beliefs. Secondly, “Three Ways of Meeting Oppression” is the explanation behind the ideology of the

unjust” (Banks 1). “Principle four – accept suffering without retaliation for the sake of the cause to achieve the goal – this characterizes that nonviolent resistance is a willingness to accept suffering without retaliation, to accept blows from the opponent without striking back; accept the violence, if necessary; but to never inflict violence on another” (Banks 2). “Principle five – avoid internal violence of the spirit, as well as, external physical violence – a nonviolent resister not only refuses to fight or shoot his opponent, but he also refuses to hate him; at the center of nonviolence stands the principle of love for one another” (Banks 2). “Principle six – the universe is on the side of justice – this basic fact pertaining to nonviolent resistance is that it is based on the conviction that the universe is on the side of justice which is positive peace, consequently, the believer in nonviolence has a deep faith in the future and therefore, can accept suffering without retaliation. There is a creative force in this universe, that by whatever name we decide to call it, it works to bring the disconnected aspects of reality into a harmonious whole; a universal wholeness for each of us to share with one another and that nonviolence is both the means and the end” (Banks 3). Dr. King also had a couple of

Personally, I believe education is the key to combating racism. We must education our peers on our cultures. We must explain that “colorblindness” in society is not what’s best. Only by embracing and recognizing each other differences we will be able to break the social bubbles we live in. I’ve gained a stronger sense of racial awareness through this course. I have the ability to challenge and change other people’s ideologies and understand my own. I know because of my social position have scholarships, financial aide and the values of hard work and education instilled in me by my parents and grandparents. I’m also aware that many people are not able to gain that same access. Because of my racial awareness there is so much more I want to find out about the contributing factors that led to my family’s social position in New Orleans. It is through my racial awareness I plan to beat the system.

Within the social work that we encounter on a daily basis, anti-oppressive (AOP) practice is generally referred to as the wider term that covers various practices and approaches as structural, radical, feminist, critical, anti-racist and liberating actions. AOP is viewed as a social work practice that attempts to address the structural inequalities and social divisions that is usually experienced in the social work. The ultimate aim of AOP is to provide more appropriate and sensitive services that ensure the social status is not an impediment to them enjoying the social service. AOP is egalitarian in approach and caters for personal philosophy while suppressing the negative effects of the structural weaknesses and inequalities (McGraw, n.d). It is deemed to cater for both the process and the outcome and aimed at reduction of the negative effects of hierarchy that may be experienced in the social work.

In 1909 blacks and whites, led by W. E. B. DuBois and Arthur and Joe Spingarn, formed the National Association for the Advancement of Colored People (NAACP), an organization dedicated to fighting for racial equality and ending segregation. The NAACP challenged segregation through its Legal Defense and Education Fund. From 1936 to 1950 the organization won a number of cases leading to the desegregation of law schools and other professional schools at segregated universities in Mississippi, Maryland, Oklahoma, and Texas. The NAACP also had some success in forcing states to equalize public school funding and to pay teachers in black schools at the same rate as those in white schools. But throughout the South, public education for blacks remained terribly

A feeling of affiliation with community and strong interaction with all of its members serve as the basis of the peculiarity of Black community. Membership of community has been always more important to African Americans than the feeling of individualism and competition among its members. Jagers and Mock (1995) have talked about Afro-cultural communalism. This communalism is the tendency of African Americans toward collectivist orientation or the preference for interdependence among people. Students who are driven by this communalistic orientation cannot describe themselves in individualistic terms. In fact, much of their self-identity is grounded in their social concern for, and need to be with, others [3]. Being a member of community young African Americans always relate themselves to it, because as it has been mentioned above, individualism is not a characteristic feature of Black community.

This paradox is not just affecting low-income and minority students, but also students in non-minority groups as well. When there is no time for focus on skills that students need to participate in social change, these students will not learn to question practices within society or to work with other students from all different groups and backgrounds in order to effect change. Classes in schools which may contribute to multicultural education, such as social studies and foreign language, are being cut completely in order to spend more time on reading and math (Au, 2009). According to Au (2009), since multi-cultural anti-racist perspectives and content are not deemed legitimate by the high-stakes tests and classroom standards, the end result is that multicultural, anti-racist content and perspectives and not being included in the instruction time or curriculum. This reinforces the notion for white students that they are the dominant group in society, and works against the goals of multicultural education.

W.E.B. DuBois, a black intellectual believed that Washington's strategy would only serve to perpetuate white oppression. DuBois initially advocated for Washington's strategy, however he grew to find it unacceptable as he became more outspoken about racial injustice. DuBois campaigned for a civil rights agenda and argued that educated blacks could accomplish social change. With the belief that African Americans should work together to battle inequality DuBois helped found the NAACP. DuBois was not content with attempting to gain an economic foothold; he wanted absolute equality in all aspects of life. DuBois believed that Washington "devalued the study of liberal arts, and ignored the economic exploitation of the black masses. He believed that "The Negro Race, like all races, is going to be saved by its exceptional men. The problem of education then, among Negroes, must first of all deal with the ‘Talented Tenth.' [which] is the problem of developing the best of this race that they may guide the Mass away from the contamination and death of the worst." He believed that the economic and political issues facing African Americans could be solved if the most talented ten

You got to keep your eyes on the prize to get the goal you’ve been looking for. The NAACP was an African American organization trying to change and fight for what’s right. They wanted segregated laws to be stopped because it is so unconstitional to the fact it was hard for most blacks. For one segrated schools. All blacks

According to the official website of NAACP, the organization was determined to ensure the political, educational, social and economic equality of African Americans of United States. This determination was proven when NAACP set a stated goal to advocate the constitutional rights of African Americans and aimed to overcome the obstacles “erected to the enjoyment of those rights” (Current 9). Stated again in their official website, NAACP had their focus in the 13th, 14th, and 15th Amendments to the United States Constitution, which assured a new generation without slavery and equal protection of the law.

The mission of the NAACP is to protect and provide the political, educational, social, and economic equality rights of minority groups and citizens; attain equal opportunity of rights and excludes race discrimination between the citizens of the United States. The objectives of this mission are to inform the public of the adverse effects of racial discrimination and to seek its elimination, to seek enactment and enforcement of federal, state, and local laws, securing civil rights, to remove all barriers of racial discrimination through democratic processes, to educate persons as to their constitutional rights and to take all lawful action to secure the exercise thereof, and

This research paper will outline the causes and traits of oppression in America. Dynamics such as the social, historical, and psychological systems that serve as vessels of oppression will be addressed. Using academic research, the goal for this essay will be to discuss the characteristics of oppression and how those characteristics are connected to its origin. The research will develop major themes that will serve to define agents, including classism, discrimination, and the intersectionality of different types of oppression. Discussions on strategies for addressing and ending the current oppression in America and recommendations for the future will be highlighted as well.

Oppression suppresses individuals or groups using power to maintain what can be seen as social place within a society. Keeping groups or individuals at a level where their rights are restricted below those of the suppressor due to things such as race or sex. Enforcing inequalities upon those who have none or limited means to fight for equality. Oppression keeps people within a restricted existence where they are unable to improve their situation due to restrictions imposed by the oppressor.

Oppression is the foundation of revolution. Injustice fuels revolutionary fervor in the oppressed. In the eyes of the colonists, the British oppressed the colonists. In the late Eighteenth Century, increased taxation and restrictions imposed by the British were intolerable actions. Many colonists saw these actions as unjust and oppressive. Increased political restrictions and economic exploitations resulted in increased revolutionary fervor. The oppression of the colonists during Britain’s seemingly tyrannical reign led to the American Revolution. Colonists were outraged by Britain’s disregard of the British Constitution displayed by taxes and restrictions. . Economic acts implemented by the British resulted in other complaints regarding the circumstances under which the acts were implemented. In other words, the American Revolution was comparatively not about money. Although America’s problems with Britain were seemingly economic, colonists cared more about political power and independence than taxation itself. Grievances expressed by colonists mostly reflected the a lack of representation, the minimization of colonial self-government, and the deprivation of rights. Consequently, the American Revolution was caused by British economic and political policies that led to unfavorable colonial opinions of the 18th Century British government.

I am stating the Five Faces of Oppression based on my understand after reading Shaw & Lee. The first face is Exploitation. Exploitation is, “A process that transfer the results of labor of one social group to benefit another.” (Shaw&Lee, p.53.) An example of exploitation is sweat shops. Children in many parts of the world are making clothing items such as Nike for pennies a day. While these children are underpaid people who aren’t sweat shop workers’ pay multiple dollars for the items made. Marginalization is the next face, Margination is described as, “The expulsion of an entire group from useful participation in social life.” (Shaw&Lee, p.53.) A group that fits this category are the homeless. Homeless people were unable to pay their bills therefore, they’re without a home. Powerlessness comes next and is described as, “lack of respectability.” (Shaw&Lee, p.53.) An example of this would be minority groups. In the media you see many videos of white people disrespecting minorities for being “different.” Cultural Imperialism is the fourth face. Cultural Imperialism is, “Recognizing the dominant group experience and culture as the norm.” (Shaw&Lee, p.53.) An example of this is white culture in America. In America it’s the norm for mothers to be stay at home moms while the husband is the sole bread winner for the family. The last face of oppression is violence. Violence is described as, “Members of a subordinate group who live with the threat of violence.” (Shaw&Lee, p.53.) Transgender individuals live with a lot of fear and violence. Many people don’t understand or support the trans community and tend to thing in order to solve the “problem” they must hurt and kill trans individuals. Iris Young said described the acts as “Using people’s labors to produce profit while not compensating them fairly.”