Tag: privilege

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one of the functions of privilege is to structure the world so that mechanisms of privileges are invisible – in the sense that they are unexamined – to those who benefit from them

Discussion Post

“Most privilege is not recognised as such by those who have it. In fact, ‘one of the functions of privilege is to structure the world so that mechanisms of privileges are invisible – in the sense that they are unexamined – to those who benefit from them’” (Bailey cited in Pease, 2010, p. 9).

Discuss the above statement in a 100 word post to the forum. The following questions may assist in composing your post.

  1. How would you define social ‘privilege’?
  2. How is the invisibility of privilege reflected in structural, cultural and personal oppression?
  3. What are the impacts of the internalisation of dominance?
  4. Give an example of ‘whiteness’ you have witnessed

Week 4 Discussion Post

“We support a model of evidence-informed practice. On this view, practitioners are encouraged to be knowledgeable about findings coming from all types of studies and to use them in their work in an integrative manner, taking into consideration clinical experience and judgement, clients’ preferences and values, and context of intervention” (Nevo, 2011, p. 1193).

 Discuss the above statement in a 100 word post to the forum. The following questions may assist in composing your post

  1. What are the differences between ‘evidence-based’ and ‘evidence-informed’ practice?
  2. To what areas of human services practice is each model applicable?
  3. How do each influence human services practice?

Week 5 Discussion Post

“There is little a government can do for people who choose to be homeless”, Tony Abbott (cited in Perusco, 2010). “Because people who are homeless tend to be the victims of negative public opinion, they internalise those values and how they are treated, so that they start acting and living in ways that confirm other people’s perceptions of them” (Perusco, 2010).

Discuss the above statement in a 100 word post to the forum. The following questions may assist in composing your post.

  1. What are the factors leading to the internalisation of oppression?
  2. How is social stratification maintained?

How could a strengths-based’ approach influence practice with homeless people?

Week 6 Discussion Post

‘Lesbians live in a world that is dominated by oppression and heterosexism that can lead to a deep sense of shame regarding their sexuality’ Hines, 2012, p. 23)

Discuss the above statement in a 100 word post to the forum. The following questions may assist in composing your post.

  1. Is sexuality genetic or a social construct?
  2. To what extent does our society privilege heterosexuality?

Week 7 Discussion Post

“Despite the amazing resilience of refugees and the many contributions they make to Australian society, they will often need specialised assistance to overcome the effects of their experiences. With some help, torture and trauma survivors are more likely to live fruitful and fulfilling lives’ STARTTS website.

Discuss the above statement in a 100 word post to the forum. The following questions may assist in composing your post.

  1. How important is an understanding of the worldview of a person from a CALD background ?
  2. What are the effects of generational trauma?
  3. What do you consider the key practice principles when working with a survivor of trauma or abuse? 

Week 8 Discussion Post

“Person-centred care places the person at the center of health care decisions, focusing on strengths and abilities rather than weaknesses and disabilities” (Hebblethwaite, 2013, p. 13).

Discuss the above statement in a 100 word post to the forum. The following questions may assist in composing your post.

  1. How does Bourdieu’s concept of ‘physical capital’ contribute to an understanding of social inequality?
  2. What is the impact of the social model of disability?
  3. How could a person-centred approach influence practice with people with disability?

Week 9 Discussion Post

“Human beings are happier, more cooperative and productive, and more likely to make positive changes in their behaviour when those in positions of authority do things with them, rather than to them or for them” (IIRP)

Discuss the above statement in a 100 word post to the forum. The following questions may assist in composing your post.

  1. In what ways do you think a restorative approach could be useful as both a proactive and a reactive approach when working with youth?

2. How emotionally healthy is an environment in which human beings have free expression of affect? (Moodle page 5.4)

Week 10 Discussion Post

“Indigenous Australians still suffer from the consequences of colonisation and, as a group, continue to experience widespread socioeconomic disadvantage and health inequality” (AIHW).

Discuss the above statement in a 100 word post to the forum. The following questions may assist in composing your post.

  1. How could we, as a community, take action to address just one continuing factor of disadvantage?
  2. How has Social Darwinism been evident in Australian social policy?
  3. How accurate is Said’s argument that even though colonialism is allegedly over, the systems of thinking, talking and representing which form the basis of colonial power relations still persist?

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The 1970’s Class that Experienceed Simulated Discrimination in Prejudice and Privilege

 A Class Divided: The 1970’s Class that Experienceed Simulated Discrimination in Prejudice and Privilege

A Class Divided:Public School Kids Experience Simulated Lesson in Segregation and Privilege

Teacher’s Note

A Class Divided is an encore presentation of the classic documentary on third-grade teacher Jane Elliott’s “blue eyes/brown eyes” exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This guide is designed to help you use the film to engage students in reflection and dialogue about the historical role of racism in the United States, as well as the role of prejudice and stereotyping in students’ lives today.

Because the film deals with racism and prejudice, it may raise deep emotions for both you. Some students may be confronted with privilege for the first time while others may see an affirmation of a lifetime of discrimination. As you see in the film, frustration, anger, and pain are not uncommon responses to being confronted with bias and inequity.

Issue Definition and Topic Background

Racism

Some people argue that racism is primarily a belief or attitude and that anyone who unfairly judges another based on race is racist. Others argue that racism is about action and systemic discrimination, so only those with the power to act, and not those who are the targets of discrimination, can be racist. Which argument do you find convincing and why? Is there a difference between racism and prejudice? If so, what is the difference?

Consider the following definitions. What are the differences between them? How do they compare with the dictionary definition of “racism”? How might some people benefit and others be hurt from the use of one definition over another?

“Racism couples the false assumption that race determines psychological and cultural traits with the belief that one race is superior to another.” –A World of Difference project of the Anti-Defamation League of B’nai Brith

“Racism is any attitude, action, or institutional structure which subordinates a person or group because of skin color.” –U.S. Commission on Civil Rights, 1970

“We define racism as an institutionalized system of economic, political, social, and cultural relations that ensures that one racial group has and maintains power and privilege over all others in all aspects of life. Individual participation in racism occurs when the objective outcome of behavior reinforces these relations, regardless of the subjective intent.” –Carol Brunson Phillips and Louise Derman-Sparks in Teaching/Learning Anti-Racism: A Developmental Approach, (Teachers College Press, 1997)

Privilege

One of the goals of the civil rights movement was to ensure equal opportunity for every U.S. citizen, irrespective of race. When the civil rights movement began, the legal system did not grant the same rights to blacks and other minorities as it did to whites. Today, those laws have been changed, leading some to argue that the U.S. has achieved a level playing field for all. Is the field level? Is success based exclusively on merit and luck, or is race-based “privilege” still a factor? How was affirmative action policy crafted to address issues of privilege? Has it been successful?

Consider the following definitions. What are the differences between them? How do they compare with the dictionary definition of “privilege”?

· “unearned power conferred systemically” (Source: Peggy McIntosh, 1995)

· white privilege (hwait ‘privilidz), social relation, [ad. L. privilegi-um a bill or law in favor of or against an individual.] 1. a. A right, advantage, or immunity granted to or enjoyed by the class of white persons beyond the common advantage of all others; an exemption in many particular cases from certain burdens or liabilities. b. In extended sense: A special advantage or benefit of white persons; with ideological reference to divine dispensations, natural advantages, gifts of fortune, genetic endowments, social relations, etc. 2. A privileged position; the possession of an advantage white persons enjoy over non-whites and white individuals enjoy over non-white individuals. 3. a. The special right or immunity attaching to white persons as a social relation; prerogative. b.  display of white privilege, a social expression of a white person or persons demanding to be treated as a member or members of the socially privileged class. (Source:  The Monkeyfist Collective (Links to an external site.) )

Thinking About It

Essential questions will guide your thinking. Questions and statements are designed to you to process the information from the documentary. These are not the prompt. You do not need to directly answer these questions. Use them to organize your thoughts and focus your attention toward key details to use in referencing examples and evidence to support your critical response.

· How do our beliefs about our response towards expectations of our government’s political response to social practices influencing the ways in we see and choose to interact with each other?

· What happens when one aspect of our identities is used to sort us into groups?

· How has our response to difference and what we do with a variation influence politics and American government?

· How does the aspect in our self identity cause collective political effects on society’s expectation of government’s role?

· How does our identity affect how we see not only ourselves, how how see others, and the choices that we ultimately make.

· What is the relationship between self determining identification and political preferences towards government decisions and actions

Teacher’s Note

Change your thinking to learn a broadened understanding of political perspective. There are always two interpretations of a word’s single definition. Webster’s sets a common standard with word definitions that make understanding more general and less exclusive. Diversity is a uniqueness that requires awareness of personal exclusivity. Limited understanding comes from limited perspective. A word that is clearly defined, is the most accepted word. Self imposed limitations that have failed us to know both sides of a words meaning.

A word’s definition needs to be seen for both what it IS and what it IS NOT. Apply the both sides of a definition specifically to the words “decisions and actions” mentioned in the previous section. 

Decisions and actions need to be defined with relation to what IS NOT if we want to broaden our perspective self identify politics that shape government response….AND most importantly shape their non-response.

Learning Materials 

Watch the entire movie in order to respond to the prompt

Prompts

Select one of the following prompts to write your reflective writing paper on

1. What does Elliott’s classroom experiment suggest about what can happen when one aspect of our identities is valued more than all of the others?

2. While eye color may not be related to power in our society, what are aspects of identity that give some people more power and privileges than others? Who determines which differences matter? Why do individuals and groups either go along or not go along with these decisions?

3. How do beliefs about differences in our society shape the way we see ourselves and others? How do they shape the way others see us? How do beliefs about differences in our society shape the way we respond when we encounter an individual or group that is different from us?

Supplemental Links and Resources

· Show Me Your Identity:Identity politics may divide us. But ultimately we can’t unite without it (Links to an external site.)

· Philsophy Talk commentary and discussion of Identity Politics

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White privilege, discrimination, prejudice and racism,and intersectionality are concepts and theories that relate to the concept of cultural diversity

Assessment Description: Report with References White privilege, discrimination, prejudice and racism,and intersectionality are concepts and theories that relate to the concept of cultural diversity. Describe how at least two of the se concepts and theories are instrumental in enabling counsellors / other helping practitioners to work with people from diverse groups. Research the web site of one organization which works with cultural diversity. Use the information on the website to analyse how the organization enables cultural competence, and how they address white privilege, discrimination, prejudice and racism, or intersectionality. The report should include:•a critical analysis of the two concepts and/or theories.•a thorough examination as to how these theories support practitioners in their work with people from diverse groups•an analysis of how these theories and culturally competent practices are applied in one organisation•a demonstration of an understanding of the important skills & knowledge required for working with people from diverse groups•a fully referenced report which uses evidence to support the analysis

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Making Systems Of Privilege Visible

Topic “Making Systems Of Privilege Visible” and “A Dozen Demons “

The course is : Human Diversity follows the same procedure as before, since the major is socio Work he wants to see socio worker language putting in place.

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Reflections on Making Systems of Privilege Visible and A Dozen Demons

            Systems of privilege exist in society in the workplace, at home and in families; and are based on three fundamental principles; identification, dominance and centeredness.it revolves around race and power and even sexual orientation (Wildman, and Davis, 1995). It is an advantage accorded to an individual that is not earned, is exclusive and socially conferred. For example, Society assumes that white people are law – abiding citizens and black people assume criminals. A policeman who must frisk people on a dangerous street is less likely to stop white people as they have an advantage that is perceived by the Policeman. The policeman perceives them as white before the advantage is given to them that they are not a criminal. However, the system of privilege does not guarantee the outcome of the policeman not stopping a white man as the white person could be a criminal.

            Another example of systems of privilege is white privilege where white people hold more positions of power and dominance compared to black people. Barack Obama becoming the first black President was an exception to this rule.  Society views white identification as the standard for human beings; which leads to whites having an earned advantage over other people of color. An example of this standard is a white male, heterosexual, Christian, educated in a high socio-economic class. If you do not fit into these standards, you become invisible. It also assumes that those without this standard become oppressed. According to Johnson (2013), the consequences of white privilege leads to patterns of oppression for people of color. Research indicates that eighty five percent of people who deal, buy or sell drugs are white whereas seventy five percent of people of color are in jails for drug crimes. The Criminal Justice system is to blame as drug crimes are overlooked because of white privilege.   

            Society needs to change this narrative by teaching people to resist isms such as racism, sexism, heterosexism, and many others. The story needs to change for people to live in a society that treats all human beings as equal. According……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

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