Transcript PPT Understanding Oppression

Understanding
Oppression
Civil War Unit- Day 1
Dominant vs.
Subordinate
Dominant, Oppressor:
Subordinate, Target:

Access to power

Disadvantaged

Economic control

Categorized

Provide standards,
“norms”

Differential treatment

Lack power and
influence

Privilege
TECHNIQUES of DOMINANCE:
1.
Stereotypes
 Mental
images that are overly simplistic
and exaggerated generalizations about
social groups;
 Selective
generalizations that attribute
specific traits to groups – not
necessarily true;
 May
be used to spread misinformation
and stigmatize a subordinate group
2. Prejudice
 Arbitrary
attitudes or beliefs and
unfair bias towards or against a
person/group.
 Based
on little or no experience and
projected onto entire group.
 Prejudice
is an individual’s internal
perspective.
3. Discrimination
 Action
based on prejudice. Excluding,
ignoring, avoiding, threatening,
ridiculing, jokes, slurs, violence, unfair
treatment.
 Discrimination
behavior
is an individual’s external
Social Oppression exists when one
group exploits another for its own
benefits and key elements are present:
1.
Dominant group defines what is
normal,
2.
Differential treatment,
3.
Psychological colonization of target
group leads to internalized oppression,
4.
Target group’s culture is discounted
and dominant group’s culture imposed.
Systematic Oppression
 Embedded
in institutions such as: media,
family, religion, education, language,
economics, criminal justice and in
cultural definitions of what is normal,
real, correct, beautiful and valuable.
 Socially
sanctioned and maintains an
imbalance of power
Cultural Competence
A set of congruent behaviors, attitudes and
policies that come together in a system,
agency or among professionals and
enables that system, agency or
professionals to work effectively in cross
cultural situations.
* It’s a lifelong journey!
Building Communities
1.
What makes me feel connected rather than
alienated?
2.
What makes me feel known and accepted as
who I am?
3.
Where are the places where community is
occurring?
4.
Who is excluded? What barriers are there
to participation?
5.
What are the qualities of an inclusive
community vs. an exclusive one?
What’s Going on in School
1.
What is the race, class and gender
composition at school?
2.
Are students treated with dignity &
respect?
3.
Do teachers or students make racial
comments about other students?
4.
Do students make racial jokes or put-downs?
Committing to Action
 What
action are you willing to take?
 What
resources would you need?
 What
risks might be involved?
 What
obstacles might you encounter?
 What
supports do you have or need?