The Importance Of Oppression In Education

Education and economic justice were two forms of systemic inequalities that make inequality difficult to talk about. Education is a requirement if someone wishes to have a better life, but not everyone has access to quality education. In the U.S there has always been a battle, people of color have fought to be able to access quality education, (Philips, 2016: 130) they are constantly attending inferior and ineffective school where there are many distractions for students to be fully successful in the classrooms. Often these schools where children of color attend lack quality facilities, educational resources, and qualified teachers. Someone can’t help to notice that in general such unqualified schools are mostly in color people’s neighborhoods.

Chapter 2 of Freire’s Pedagogy of the Oppressed discusses a failed teaching method between the student and teacher. It’s a common mistake for teachers to treat the teaching process as a “banking concept”. Freire discusses how this concept takes away creativity from students by forcing them to memorize facts as the teacher “deposits” them into their minds. It’s not expected of the student to comprehend what they’re learning. It’s expected of them to take what the teacher is saying as fact without critically thinking about the meaning behind it. Freire explains,

For generations African Americans have been disadvantaged in America and effects of these injustices have made a lasting impression. Education is one of the leading problems in the black community. Though there have many reforms in education over the years, racial injustices still exist because no attention in placed on how legislature affects people of color. I was raised in a middle-class family of educators. My entire life I’ve been told to “stay in school, get an education, and work hard so that you can beat the system.” Recognizing the structural forces in my life has helped me understand my place in society. Being able to “understand everyday life, not through personal circumstances but through the broader historical forces that

To be a person, requires intersectionality. Intersectionality is the idea that people do not function on only one aspect of their being, but instead, function on every aspect. Aspects that include race, gender, ability, etc. With this intersectionality comes innumerable categories that lie on the scale of privileged, oppressed, or somewhere in between. To be privileged is to have advantages that are not necessarily earned, and instead come with a specific, usually uncontrollable feature, such as race, gender, class, and ability. To be oppressed is to have disadvantages that are not earned, but instead come with the same uncontrollable categories as privilege. Even cis-gendered, heterosexual, white, men have aspects of their intersectionality that might not place them at the top of the privilege hierarchy. And it is in these complications where people start to place doubts on their own privileges. It is important to realize that it is nearly impossible to have privilege in every single way or oppression in every single way, yet, this is not an excuse to deny privileges. Even with some oppressions, some are still granted more advantages than others. To delve into this deeper, analyzing writings from established writers, such as Peggy McIntosh and Devon Carbado become necessary.

Inequality has been present since the beginning of civilization. Education has played into this since schooling began; only boys were allowed to be educated while the girls would stay at home. Minorities, such as blacks, Latinos, etc. were excluded from receiving an education as well. Although education has progressed since then, it is seen in Ann Ferguson’s Bad Boys, Conley’s Education and Kozol’s Still Separate, Still Unequal that inequality within punishment, funding/resources and tracking, especially amongst minorities, is still present and even promoted in the modern education system.

In this sense, I noticed how privileged I am because of my sexuality, socioeconomic status, and country of origin. I was raised in a European country where I had the same ethnicity as the majority. Coming from an upper-middle class family, I never suffered from poverty or the stigma associated with it. This means that I grew up in a nice house and in a nice neighborhood where my neighbors were also middle-class families. I could walk alone around my neighborhood without the concern that I could be assaulted or robbed. This means that I was part of a privileged group, but without being aware of it since, as a kid, my parents could afford healthy food, medical bills (such as dentists, dental brackets, or new glasses) but, also toys and clothes. Furthermore, I was able to participate in extracurricular activities or go to college without worrying about the financial cost. Moreover, I have not struggled with stereotypes or stigmas that come with lower socioeconomic statuses such as thinking that they are less educated. Thus, I was never questioned for being intelligent, honest, or hard-working. Overall, I never faced discrimination or racism and that makes me unaware of how it truly feels like. For that reason, I need to acknowledge my identity

I spent the last year and a half working for the YMCA in Indianapolis. This experience really opened my eyes to white privilege. During the summer I worked as a camp counselor for the YMCA in Lawrence. The majority of children were African American, or mixed. As I spent time with these children I started to realize that even though they were only six or seven years old that had experienced things I would probably never experience being a white person from a middle class family. Most of these children came from split homes, or they were part of the foster care system. I am from a town where the majority of the population is white, and there were very few foster children. I

Also, white privilege is unrecognized by white people in a social setting. Lastly, reflecting upon the in class activity on oppression and how the overall topic of oppression affects us. Therefore, Everyone encounters oppression at some point in their lives, through actions and thoughts it is always affecting one another. When oppression occurs there is always

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)

There are those who do not like the idea that they are being better served than others are. It makes them feel guilty and upset; they will feel empathy and sympathy to those who never had the opportunities that they had. The minute one acknowledges that one has privilege, that individual must either act on that knowledge, or burry one’s head in the sand. Both in quality of education and in resources, those that are the most under-served are ethnic and racial minorities living in cities. On the other hand, those that are being best served are Caucasians in suburbs, who are disproportionately given the resources and money that urban schools need. Through political and racial attitudes that have persisted from our countries inception, these

I have learned that I was born into a life full of privilege, although many times in my life I have felt as if that was not the case. Mary E. Swigonski notes several aspects of privilege in her article "Challenging Privilege Through Africentric Social Work Practice", all of which I can identify with. Some examples are: "I can do well in a challenging situation without being called a credit to my race, I will feel welcome and normal in the usual walks of public life, and I do not have to educate my children to be aware of systematic racism for their daily protection" (Swingonski,1996). These kinds of privilege had never really occurred to me until I began studying social work and especially while working on this assignment, which definitely shows just how much privilege I am accustomed to

As someone who has attended public schools in low-income communities, it is now clear that there is an existence of militaristic approaches to the treatment of students. We are taught that we should be quiet at all times, to stand in line with our hands in our backs, speak when spoken to, and many more practices. By the time we would get to middle school, we knew how to behave and treat our teachers as the rulers of the classrooms and they would have no trouble with us because we had been conditioned to act a certain way. Having this approach prevents students from exploring their creativity or their own freedom. We, low-income individuals, do not think that we are being oppressed by individuals who look like us, but we are. The sense of oppression

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.

It’s important to acknowledge the historical context when understanding oppression because oppression always has its roots somewhere; no one is oppressed just because. Marginalization of minority groups in the past, and even today, has a purpose—not necessarily a good purpose, though. The purpose was usually for power; majority groups wanted to be the standard for good, resulting in the dehumanization of minority groups. Therefore, to understand fully why the oppression still stands today, it’s important to look back on how it started. That way, we can see why it still persists in our society; is its original purpose still being pursued but in a less physical way like in the past? And, is it still affecting the same people today, even to a

Oppression signifies an authority over another group, disengaging that particular group from the rest of society. “The term oppression encapsulates the fusion of institutional and systemic discrimination, personal bias, bigotry, and social prejudice in a complex web of relationships and structures that shade most aspects of life in our society” (Bell, 1997). In one way or another every individual experiences some form of oppression, whether it be through race, sex, gender, religion, age, wealth and/or sexual orientation. These cultural minorities experience inequality where a dominant culture casts its authority and power through exercises of unjust and cruel methods; these methods have been experienced through the Women’s Movement, the