This document discusses key concepts around social identity, oppression, and privilege. It defines social identity as aspects of one's self-concept derived from group membership. Dominant groups have power and control over standards, while subordinate groups face disadvantages and differential treatment. Oppression involves the exploitation of subordinate groups by dominant groups through cultural imposition and power imbalances. Privilege refers to unearned advantages available to dominant groups. The document suggests understanding privilege and using concepts of both privilege and lack of privilege to work towards more equal opportunities and rights for all members of society.
Because there was a lot of dense material in this mini-lecture, I presented it as a SlideShare to make it visually more appealing and to break up the information a little.
Understanding Identity, Intersectionality, Privileges, and Our Role in Commun...Bonner Foundation
This session is intended for participants to critically reflect on different aspects of their identity (race, class, gender, sexual orientation, religious/spiritual affiliation etc.) and the ways in which these aspects intersect with one another. It provides a safe space to recognize areas of vulnerability as well as privileges, and engage in collective meaning-making of these experiences. The session also includes a discussion around historical policies and social contexts, which reflect structural forms of prejudice. At the end, participants share their perspectives on being cognizant of one’s power and privileges and structural forms of prejudice, while working with communities (especially marginalized populations).
Because there was a lot of dense material in this mini-lecture, I presented it as a SlideShare to make it visually more appealing and to break up the information a little.
Understanding Identity, Intersectionality, Privileges, and Our Role in Commun...Bonner Foundation
This session is intended for participants to critically reflect on different aspects of their identity (race, class, gender, sexual orientation, religious/spiritual affiliation etc.) and the ways in which these aspects intersect with one another. It provides a safe space to recognize areas of vulnerability as well as privileges, and engage in collective meaning-making of these experiences. The session also includes a discussion around historical policies and social contexts, which reflect structural forms of prejudice. At the end, participants share their perspectives on being cognizant of one’s power and privileges and structural forms of prejudice, while working with communities (especially marginalized populations).
Joe McVeigh and Ann Wintergerst describe ways ot integrate the teaching of culture and social identity. Download the handout here: www.joemcveigh.org/resources
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.
PLEASE NOTE TO ALL EDUCATORS:
Download slide and read notes as they are vital to presenting.
Canadian Cultural Mosaic Foundation is a Millennial and Gen Z volunteer-led nonprofit working to improve race relations in Canada. We have created a simple presentation to share with students grade 7 - 12 on race and racism in Canada.
More information at http://www.canadianculturalmosaicfoundation.com/
This is the updated Social Work Research slideshow (Feb 19, 2014) which includes databases and how to search them; how to use the online catalog effectively for research; how to find online books on social work through the online catalog. Questions? llord@ku.edu
Social Stratification: Class, Race, Ethnicity, Gender, and SexChristina Sookdeo
Defining social stratification and discussing it's most common divisions such as race, class, gender, ethnicity, and sex. Also looks at the impact each has on education.
Race and ethnicity are used to categorize certain sections of the population. In basic terms, race describes physical traits, and ethnicity refers to cultural identification. Race may also be identified as something you inherit while ethnicity is something you learn.
Ethical dilemmas and overlooked issues in private practice ppKate McNulty
Presentation to NASW 2015 conference on social work ethics; includes little-known aspects of ethical responsibilities in independent clinical practice.
Joe McVeigh and Ann Wintergerst describe ways ot integrate the teaching of culture and social identity. Download the handout here: www.joemcveigh.org/resources
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.
PLEASE NOTE TO ALL EDUCATORS:
Download slide and read notes as they are vital to presenting.
Canadian Cultural Mosaic Foundation is a Millennial and Gen Z volunteer-led nonprofit working to improve race relations in Canada. We have created a simple presentation to share with students grade 7 - 12 on race and racism in Canada.
More information at http://www.canadianculturalmosaicfoundation.com/
This is the updated Social Work Research slideshow (Feb 19, 2014) which includes databases and how to search them; how to use the online catalog effectively for research; how to find online books on social work through the online catalog. Questions? llord@ku.edu
Social Stratification: Class, Race, Ethnicity, Gender, and SexChristina Sookdeo
Defining social stratification and discussing it's most common divisions such as race, class, gender, ethnicity, and sex. Also looks at the impact each has on education.
Race and ethnicity are used to categorize certain sections of the population. In basic terms, race describes physical traits, and ethnicity refers to cultural identification. Race may also be identified as something you inherit while ethnicity is something you learn.
Ethical dilemmas and overlooked issues in private practice ppKate McNulty
Presentation to NASW 2015 conference on social work ethics; includes little-known aspects of ethical responsibilities in independent clinical practice.
Deconstructing Privilege workshop presented by Valerie Rudolph and Sarah Ryan from DePauw University during the Bonner Summer Leadership Institute at Stetson University, June 2009
Based on Peggy McIntosh’s (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.
Racism: We White People are the Dangerous OnesJane Gilgun
We project beliefs and images about race onto others. These beliefs are often outside of our awareness. These beliefs become activated in a variety of situations. We construct others based on our beliefs and images and not on who they actually are. We may see others as dangerous when they are not. We are the dangerous ones. Our beliefs and images bring great harm to others. This powerpoint shows contemporary understandings of racism, how to become aware of our racism, and how to change racist beliefs, images, and practices.
Racism: We White People are the Dangerous OnesJane Gilgun
It's way past time that white people see that we are dangerous to Afican Americans and other people of color. In this powerpoint, I share the idea that white people are the dangerous ones and I provide ways to change racist beliefs and practices that make us dangerous. We define who they are and we act on our definitions. If we define them as inferior, we act as if they are and don't believe they deserve the rights and privileges we have. If we view them as dangerous, we are afraid of them. We may avoid them, talk about them behind their backs, bully then, beat them, or kill them. We are the dangerous ones.
A short description of the problem and the results of the school survey are presented there by lower-secondary students. This is a part of the project "Communication Connects Cultures through Comenius" 2011-2012.
Race and Ethnicity – Part II SOCY 3720-E01 Global Perspect.docxaudeleypearl
Race and Ethnicity – Part II
SOCY 3720-E01 Global Perspectives on Social Issues
Summer 2019
Part II:
• For the second part of our lecture we will be discussing these main academic notions:
Patterns of Majority – Minority Interaction
• Genocide
• Segregation
De Jure Segregation
De Facto Segregation
• Assimilation
• Pluralism
• Prejudice and Bigotry Approaches
• Prejudice and Bigotry in Social Structures.
• Prejudice and Bigotry and their Cultural Factors:
Social Norms
Stereotyping
• Prejudice and Bigotry in the Individual:
Frustration – Aggression
Projection
Patterns of Majority - Minority Interaction
• There are many different ways that majority and minority populations interact. These interactions can
also range from positive to negative and from peaceful to deadly.
• When studying these patterns, sociologists use four models:
Genocide
Segregation
Assimilation
Pluralism
• Genocide: today this term is used to describe “the deliberate, systematic killing of an entire people or
nation.” (Schaefer, 2002).
• Genocide is murder and it has occurred again and again in human history. It has been tolerated and
sometimes even encouraged by governments and their people.
• There have been many instances of genocide throughout the ages and some of the most infamous
examples are:
• Beginning in 1500, the Spanish, Portuguese, English, French, and Dutch forcefully colonized North and
South America, resulting in the deaths of thousands of native people. (Although most native people fell
victim to diseases brought by Europeans to which they had no natural defenses, many were also killed.)
• Turkish authorities killing about one million Armenians in 1915.
• We often hear this term when discussing the Holocaust as Adolf Hitler and Nazi Germany exterminated
about 6 million European Jews along with Homosexual individuals and Romani people.
• We have our own history of genocide in the United States in relation to American Indians.
• Jozef Stalin is believed to have killed approximately 7 million people.
• The more recent genocides in Rwanda and in Darfur.
• Segregation: it refers to “the physical separation of two groups in residence, workplace, and social
functions. Generally, the dominant group imposes segregation on a subordinate group.” (Schaefer,
2002).
• We have seen examples of segregation right here in the United States not only though the institution of
slavery, but legal segregation as well.
• We have also seen the government-imposed racial segregation in South Africa during apartheid.
• There are two specific types of segregation:
• De Jure segregation: derives from the Latin “by law,” this type of segregation is required by law.
• De Facto segregation: derives from the Latin “in fact,” this type of segregation results from “housing
patterns, economic inequalities, gerrymandered school districts, and the departure of midd ...
this session was developed to raise professional awareness of issues and 'gently' challenge practitioners awareness. It explores inequality, disability theory, and service led discrimination...
17 B-Mod Techniques for class CC275, Child and Youth Care Program at Mohawk College. This power point starts off with some brief information about ADHD.
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
Lesson 9 - Resisting Temptation Along the Way.pptxCelso Napoleon
Lesson 9 - Resisting Temptation Along the Way
SBs – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
HANUMAN STORIES: TIMELESS TEACHINGS FOR TODAY’S WORLDLearnyoga
Hanuman Stories: Timeless Teachings for Today’s World" delves into the inspiring tales of Hanuman, highlighting lessons of devotion, strength, and selfless service that resonate in modern life. These stories illustrate how Hanuman's unwavering faith and courage can guide us through challenges and foster resilience. Through these timeless narratives, readers can find profound wisdom to apply in their daily lives.
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
2. Purpose of Course
•Develop an understanding of anti-oppressive
practice in Social Work
•Begin to look at issues of power differentials in our
society
•Begin to develop an understanding of personal
reflection on your own social location and its
influence on your beliefs and actions
•Begin to develop an analysis around issues of
oppression
3. How is the class run
• Lectures posted
• In class discussion, activities & videos
• Take home assignments
5. Social Identities - definition
• Social identity
• Part of an individual’s perception of who they are (self-concept) comes from
his/her understanding of their connection to a group
(Rohall, D., Milkie, M., & Lucas, J., (2007)
• Dominant vs Subordinate
6. Social Identity (Stevens-Curry, A., 2003)
• Our identities are social constructed
• Our lives are largely a function of our identity – gender, race, social
class etc
• We are normally born into it
• Unlikely to change
• Our accomplishments (or lack thereof) are tied to our identity – so
too are everyone else's
7. Social Identity(Rohall, D., Milkie, M., & Lucas, J., (2007)
Dominant Group
•Has access to power
•Provides standards
•“Norms”
•Economic control
•Privilege
Subordinate Group
•Disadvantages
•Categorized
•Differential
treatment
•Lack power and
influence
8. Dominant group (Nagda, R.,)
• Has the power to determine:
• Who holds the power,
• Who gets the best jobs,
• Whose history will be taught in school,
• Whose relationships will be validated in society.
9. Oppression (Johnson 2006)
•Social oppression
• Defined as the exploitation of one group (dominant
group) for the benefits by another group (target group)
•Key elements:
• Dominant group describes what is normal
• Those in power and those who are not – get treated differently
• The outcome of oppression is often Internalized oppression
• The culture of the oppressed group is discounted and dominant group’s culture
imposed
10. Oppression (Johnson 2006)
• Systemic
• Rooted in our cultural and systems
• E.g., media, family, religion, language, education, economics, justice system, and
culturally defined norms, reality, what is viewed as correct; beautiful; and valuable.
• Socially approved
• Power imbalance remains firmly entrenched
• Campaign 2000 – reduction in child poverty
11. Systems vs Individuals (Johnson 2006)
• Important to understand the difference between systems and
individuals
• The major problem is the oppression exerted by systems and not
individuals
• Harder to identify
• Much more difficult to change
12. Internalized Oppression (Urban Dictionary)
the process by which a member of an oppressed group comes to
accept and live out the inaccurate myths and stereotypes applied to
the group.
“We hate ourselves because
We grew up
And live in a society that hates
us”
-- Michael Denneny
13. Why does oppression persist?
• Denying it exist
• Blaming the targets of oppression
14. Privilege: What is it? (Johnson 2006)
•An advantage not available to others on equal
terms
•Having control of societies extra resources
•Basis of privilege:
• Sex – male privilege
• Race – white privilege
• Age -
• etc
16. Privilege permits us to: (Johnson 2006)
• Feel comfortable in the world
• Escape dangers that others may suffer
• Choose whether or not to address certain issues of oppression or
injustice
• Not have to hide parts of our identity or lifestyle
17. Why don’t dominant groups see
privilege as a problem? (Johnson 2006)
• Unaware that their privilege exist in the first place
• Don’t have to – privilege protects them from consequences
• Perspective that privilege is a personal issue – people get what they
deserve
• Don’t want to give it up
• Afraid..... of blame, guilt, rejection by own group
18. Assimilation’s Ideals (Johnson 2006)
• Group-based differences
• Eliminated
• Every one is treated the same - according to the principles, rules standards
• The myth of “neutrality”
• Belief that it “maximises “choice”
• The idea that we can develop to our full capacity as “individuals” without the
impact of group norms or expectations
19. Privilege – the lessons we learn (Johnson 2006)
• The “isms” - disadvantages of others
•Not the advantages that we have – the things that
put us ahead
20. Privilege - Denial and Resistance (Johnson 2006)
• No one likes to see themselves as connected to someone else’s
misery, no matter how remote the link.
• Response - is to find a way to get themselves off the hook.
• But we are all on the hook
21. Our response to privilege (Johnson 2006)
•Deny and Minimize
• “I can ‘t be racist I have black friends.”
• “Women have it good today.”
•Minimize
• Acknowledge that it exists but doesn’t amount to much
i.e.
• Women & minorities “whine”
• “just get on with it!
• Denying the reality of oppression also denies the reality of the privilege
that underlies it, which is just what it takes to GET OFF THE HOOK!
22. Our response to privilege (continued)
• Blame the victim
• Allows us to acknowledge:
• That privilege and oppression exist
• There are t and that they have appalling consequences for people
• Gets us off the hook by blaming it all on them!
• “If aboriginal peoples worked harder or got an education, they’d be okay.”
• “Some women are hypersensitive”
23. Our response to privilege (continued)
• Call it something else
• An indirect way to deny oppression and privilege:
• “battle of the sexes”
• Most often seen in sexism - men (dominant group) and women (target
group) depend on each other in ways unlike other groups
24. Our response to privilege (continued)
• I’m one of the good ones
• Bad people do bad things
• Silence & inaction makes us just as much of the problem.
25. What Can We Do? (Bishop, A., 2002)
• The challenge:
• Change patterns of segregation, dismissal, privilege, harassment,
discrimination and violence
• Patterns that have existed for hundreds (or thousands) of years
26. What is the most powerful barrier
to change? (Johnson 2006)
• Those with “privilege” need to make the problem of privilege their
problem and do something about it.
• Why!!!!!
27. Privilege (Johnson 2006)
• Privilege is not always negative
• Focus on sharing rather than taking it away
• Inequality is created when only certain members of society enjoy
privilege
• Privilege no longer can exist when all members of society enjoy
certain opportunities - equal rights for all members of society
28. What are the ‘Tools’ we have? (Johnson 2006)
• Reclaim the language
• Understanding the social system
• Using the concepts of “privileged and unprivileged at the same time”
– rather than simply looking at “under privilege”
• Understanding the forms of oppression (avoidance, exclusion,
rejection, unequal access to resources and rewards, and violence)
29. Reference
• Stevens-Curry, A., (2003). An Educator’s Guide for changing the world: Methods,
Models and Material for Anti-oppression & Social Justice. The Centre for Social
Justice, Toronto Canada. www.socialjustice.org
• Rohall, D.E., Milkie, M.A., & Lucas, J.W. (2007). Social Psychology: Sociological
Perspectives. Boston, MA: Allyn and Bacon.
• Johnson, A. (2006). Privilege, Power & Difference. Boston, MA: Mcgraw-Hill.
• Bishop, A., (2002). Becoming an Ally: Breaking the Cycle of Oppression in People.
Halifax Canada: Fernwood Publishing.
• Left Stage productions for Canada World Youth.
http://www.acgc.ca/09/images/file/resources/Youth%20Action%20Resources/Oppressio