Intersectionality recognizes that individuals experience privilege and oppression in complex and varied ways based on the intersections of their identities. Intersectional feminism seeks to understand these nuanced experiences by disrupting notions of unilateral privilege and oppression, breaking down oversimplified views of identity, and illustrating how different aspects of identity integrate rather than exclude in shaping one's experiences in the world. An intersectional analysis can provide a more comprehensive understanding of groups, dynamics, and policies by avoiding blanket statements and fostering greater compassion.
A presentation I made for my senior seminar at Whitman College. Design ideas are drawn from "Presentation Zen".
Some of the more interactive features are, unfortunately, unable to be experienced on SlideShare.
Cultural studies is a field of theoretically, politically, and empirically engaged cultural analysis that concentrates upon the political dynamics of contemporary culture, its historical foundations, defining traits, conflicts, and contingencies.
Cultural studies views cultures not as fixed, bounded, stable, and discrete entities, but rather as constantly interacting and changing sets of practices and processes.
 The field of cultural studies encompasses a range of theoretical and methodological perspectives and practices. Although distinct from the discipline of cultural anthropology and the interdisciplinary field of ethnic studies, cultural studies draws upon and has contributed to each of these fields
I have compiled these notes from different resources. I am hopeful that these notes will help students who are willing to grab information on this subject for civil services exams or university exams. Good Luck
A presentation I made for my senior seminar at Whitman College. Design ideas are drawn from "Presentation Zen".
Some of the more interactive features are, unfortunately, unable to be experienced on SlideShare.
Cultural studies is a field of theoretically, politically, and empirically engaged cultural analysis that concentrates upon the political dynamics of contemporary culture, its historical foundations, defining traits, conflicts, and contingencies.
Cultural studies views cultures not as fixed, bounded, stable, and discrete entities, but rather as constantly interacting and changing sets of practices and processes.
 The field of cultural studies encompasses a range of theoretical and methodological perspectives and practices. Although distinct from the discipline of cultural anthropology and the interdisciplinary field of ethnic studies, cultural studies draws upon and has contributed to each of these fields
I have compiled these notes from different resources. I am hopeful that these notes will help students who are willing to grab information on this subject for civil services exams or university exams. Good Luck
10 Pasos mas importantes seguros para realizar compras Internet y evitar el enemigo fraude. Espero les guste el contenido y sea Ăştil para sus vidas diarias.
Cross cultural communication theories help us understand how communication in different cultures vary on many levels: spoken language, tone, body language, etc. Theories lack full definition, however, of the deep influence of power and privilege in US mainstream culture - whose cultural values, whose norms, and whose codes and modes are the "acceptable" ones? How does White Privilege manifest in the very nature of professional, intellectual, and "polite" discourse in the United States? This workshop presents major cross cultural communication theories, ways that culture, power, privilege, and difference affect how we communicate, tools for questioning assumptions, and ways to improve communication across the power divide so that we might interrupt the cycle of oppression.
Deconstructing Privilege workshop presented by Valerie Rudolph and Sarah Ryan from DePauw University during the Bonner Summer Leadership Institute at Stetson University, June 2009
Chapter 4Understanding Racism, Prejudice, and White Privilege4-WilheminaRossi174
Â
Chapter: 4
Understanding Racism, Prejudice, and White Privilege4-1Defining and Contextualizing Racism
4-1
Hoyt Jr. (2012) defines racism as âa particular form of prejudice defined by preconceived erroneous beliefs about race and members of racial groups.â It is supported simultaneously by individuals, the institutional practices of society, and dominant cultural values and norms. Racism is a universal phenomenon that exists across cultures and tends to emerge wherever ethnic diversity and perceived or real differences in group characteristics become part of a struggle for social power. In the case of the United States, African Americans, Latinos/as, Native Americans, and Asian Americansâgroups that we have been referring to as people of colorâhave been systematically subordinated by the white majority.
There are four important points to be made initially about racism:
¡ Prejudice and racism are not the same thing. Prejudice is a negative, inaccurate, rigid, and unfair way of thinking about members of another group. All human beings hold prejudices. This is true for people of color, as well as for majority group members. But there is a crucial difference between the prejudices held by whites and those held by people of color. whites have more power to enact their prejudices and therefore negatively impact the lives of people of color than vice versa. The term racism is used in relation to the racial attitudes and behavior of majority group members. Similar attitudes and behaviors on the part of people of color are referred to as prejudice and discrimination (a term commonly used to mean actions taken on the basis of oneâs prejudices). Another way of describing this relationship is that prejudice plus power equals racism.
¡ Racism is a broad and all-pervasive social phenomenon that is mutually reinforced at all levels of society.
¡ Institutional racism involves the manipulation of societal institutions to give preferences and advantages to whites and at the same time restrict the choices, rights, mobility, and access of people of color.
¡ Cultural racism is the belief that the cultural ways of one group are superior to those of another. Cultural racism can be found both in individuals and in institutions. In the former, it is often referred to as ethnocentrism. Jones (2000) mentioned that historical insults, societal norms, unearned privilege, and structural barriers are all aspects of institutional racism.
¡ People tend to deny, rationalize, and avoid discussing their feelings and beliefs about race and ethnicity. Often, these feelings remain unconscious and are brought to awareness only with great difficulty.
¡ When young children hear the stories of people of color, they tend to feel deeply and sincerely with the storyteller. âIâm really sorry that you had to go through thatâ is the most common reaction of a child. By the time one reaches adulthood, however, the empathy is often gone. Instead, reactions tend to involve minimizing, justifying ...
S o ci a l I d e n t i t yKay DeauxCity University of N.docxanhlodge
Â
S o ci a l I d e n t i t y
Kay Deaux
City University of New York
I. Conceptions and Definitions
II. Types of Social Identity
III. Multiplicity and Intersectionality
IV. Aspects of Social Identity
V. Assessing Social Identity
VI. Development and Change
VII. Negotiating Social Identities
Encyclopedia of Women and Gender, Volumes One and Two
Copyright Š 2001 by Academic Press. All rights of reproduction in any form reserved. 1
Gl o s s a r y
Intersectionality The condition in which a person si-
multaneously belongs to two or more social cate-
gories or social statuses and the unique conse-
quences that result from that combination
Minimal group paradigm An experimental proce-
dure for creating social identity conditions in which
participants are arbitrarily assigned to one group
or another.
Social representations Commonly shared and collec-
tively elaborated beliefs about social reality con-
sensually held by members of a culture or subcul-
ture.
Stereotypes Organized, consensual beliefs and opin-
ions about specific categories or groups of people.
SOCIAL IDENTIFICATION is the process by which
we define ourselves in terms and categories that we
share with other people. In contrast to characteriza-
tions of personal identity, which may be highly idio-
syncratic, social identities assume some commonali-
ties with others. This chapter introduces several key
issues surrounding social identity, including form
and content, assessment, development and change,
and identity negotiation.
I . C o n c e p t i o n s a n d D ef i n i t i o n s
âIdentityâ is a term that is widely used and, as a
consequence, can mean many different things to dif-
ferent people. Identity is sometimes used to refer to
a sense of integration of the self, in which different
aspects come together in a unified whole. This in-
trapsychic emphasis is often associated with Erik
Erikson, who introduced the term âidentity crisisâ as
part of his stage model of psychological develop-
ment. Another common use of the term, particularly
in contemporary times, is identity politics, where the
reference is typically to different political positions
that are staked out by members of ethnic and na-
tionality groups.
In this article, the term âsocial identityâ refers
specifically to those aspects of a person that are de-
fined in terms of his or her group memberships. Al-
though most people are members of many different
groups, only some of those groups are meaningful in
terms of how we define ourselves. In these cases, our
self-definition is shared with other people who also
claim that categorical membership, for example, as a
woman, as a Muslim, as a marathon runner, or as a
Democrat.
To share a social identity with others does not nec-
essarily mean that we know or interact with every
other member of the designated category. It does
mean, however, that we believe that we share nu-
merous features with other members of the category
and that, to some degree, events that are rel.
This document was adopted from the Resource Center Team within the Office of Diversity & Inclusion of Amherst College as a guide to common, shared language around identity.
This project emerged out of a need to come to a common and shared understanding of language in order to foster opportunities for community building and effective communication within and across difference.
This is a list of carefully researched and thoughtfully discussed definitions for key diversity and inclusion terms. It is by no means a comprehensive list, but it is a good place for us to start. We understand that language around identity, privilege, oppression and inclusion is always changing, evolving and expanding.
If there is a term that you feel should be included here, or possibly redefined, please let us know. You can email The Office of Equity & Inclusion (OSEI), at osei@georgetown.edu.
D01040868Typewritten Text6CHAPTER 3 SYSTEMS .docxrandyburney60861
Â
D01040868
Typewritten Text
6
CHAPTER 3: SYSTEMS VS INDIVIDUALS
While U.S. citizens espouse the belief in the individual, we also have people who arenât granted the full benefits of individuality. When we look at our society, any individual who belongs to those groups that are not dominant in society, we can see that we often treat these people, not as individuals, but as members of whatever group they belong to. The difference in the way we treat the individuals who are members of the non-dominant groups, is not always easily seen, but letâs start by thinking about the difference between dominant and subordinate groups in general, in our culture. This is exactly what the scholar, Peggy McIntosh did as she uncovered a concept that has been much talked about in recent years. https://nationalseedproject.org/images/documents/Knapsack_plus_Notes-Peggy_McIntosh.pdf
McIntosh, a feminist scholar at a prestigious college, was studying or rather creating the field of study now known as womenâs studies when she accidently created the field of White Cultural Studies. Before women scholars of the 1960âs and 70âs there were very few sources that one could find about the ways that women have contributed to making our culture. This is one of the signs that males are dominant in our culture. Most all the heroes in our history books are/were men, most of the great artists whose works we learn about are men, most of the novels and poems taught in schools were/have been written by male authors. If you donât believe me, try to name 5 famous women visual artists. How many can you name besides Georgia OâKeefe? Ms. McIntosh was struck by how difficult it was for women to not only find other women as role models in academia, but how difficult it was to find anything that âlooked like herself,â reflected in what she was learning. This idea of reflection is an important topic that we should take a minute to examine. The dominant groups in a culture are the groups that see themselves reflected everywhere.
Activate Your Sociological Imagination Now!
Imagine living your whole life and never being able to see your own reflection. What if when you looked in a mirror, or a pool of water, or a window, you saw someone elseâs face instead of your own? How do you think that you would feel? Particularly if you knew that other people, who look different than you do always see their own reflection in the mirror. How do you think that would impact your life? Would everything remain the same as it is now? Does your race impact the way you answer this question?
People of colorânon-white peopleâhave a difficult time finding themselves when they look at the world today. Most of the people on US television are white; most of the people whose faces are on magazines are white. Most movies feature people who are white. It is particularly difficult for people of color to see themselves as positive-figures-in-history-who-made-our-country-great. All the myths of how our country was built.
Based on Peggy McIntoshâs (1988) pioneering investigations of white and male privilege, we can, by analogy, understand heterosexual and cisgender privilege as constituting a seemingly invisible, unearned, and largely unacknowledged array of benefits accorded to heterosexuals and cisgender people with which they often unconsciously walk through life as if effortlessly carrying knapsacks tossed over their shoulders. This presentation examines the contents of these knapsacks.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Â
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
Â
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. What is intersectionality?
ď a theoretical framework for discussion
ď an approach that fosters understanding about individualsâ
complex ways of being and experiencing
ď a recognition that privilege and oppression cannot be
expressed through blanket terms, or solved with generalist
approaches
3. What is Intersectional
Feminism?
ď an intersectional approach to feminist theory that seeks to
recognize the complicated and nuanced experiences of
individuals based on different intersections of privilege and
oppression
4. What does intersectional
feminism do?
ď disrupts the notion of unilateral privilege and oppression
ď breaks down essentialist notions of identity
ď illustrates that axis of oppression are integrative verses
exclusive
5. Disrupting the Notion of
Unilateral Privilege
ď privilege is not something experienced by all members of a
âprivilegedâ class or group
ď e.g. white privilege is not experienced equally by all white people
regardless of gender, class, sexuality, ability, etc.
ď blanket statements of privilege rely on imposing normative
features on the group
ď axis of oppression might prevent someone from accessing a
certain type of privilege to which they otherwise might be able
experience
ď being gay or working class or trans might undercut racial privilege
6. Breaking Down Essentialist
Notions of Identity
ď intersectionality seeks to understand identity as complex and
multi-faceted
ď I am, for example, not âjustâ a womanâI am also white, bisexual, cis-
gender and young
ď issues cannot be tackled individuallyâpeople cannot be taken
first, foremost, and only by one dimension of their identity
7. Illustrating Axis of
Oppression as Integrative
vs. Exclusive
ď like it is problematic to define privilege as something
accessed by all members, oppression is not experienced
equally
ď for example, being Black and gender non-binary or gender
queer are not exclusive categories of oppressionâthey interact
with one another in oneâs experience and way of being-in-the-
world
8. What can an intersectional
analysis accomplish?
ď illustrate nuanced conceptions of groups, dynamics, and
policies
ď ground theory in a way that avoids blanket statements
about oppression, privilege, and domination
ď foster compassion, democracy, and understanding in groups
where othering, essentialism, or ignorance might otherwise
appear
