Oppression and power within diversity and inclusion - Essay Example

?The concept of oppression and power within educational systems and from social stigmas create different expectations within society. Specifically, there is a sense of oppression and power that is based on creating and defining boundaries and expectations among specific identities. While the forms of oppression come with associations from race, class and gender, there are also more subtle forms of oppression which I have noted among the classroom and those that are categorized according to various formats. For the terms and conditions of oppression and power to change, a different concept of power needs to be formed. This is based on changing characteristics of leadership while redefining both personal and institutional powers that lead to forms of oppression while creating a sense of diversity and inclusion. The concept of oppression and power is one which is formed with a sense of lacking equality among groups. Specifically, there is social stratification that takes place among groups and which creates an imbalance among groups that hold a specific identity. The problem which arises is one that is based on social and institutional powers that combine to change the lack of justice and equality among groups while defining and creating boundaries that are accepted among groups at higher levels. As this moves into the individual mannerisms, it begins to create social stigmas and formats of how one should behave and approach others. The dividing lines then begin with the powers of those who define the institutional and social powers that are unequal and lead to individual behaviors that continue with this particular problem (Sensoy & DiAngelo, 2012). While the power of oppression has led to institutional and social alterations, there is also an understanding that the group and individual powers have altered with the understanding that this needs to change. The result has been a backlash in the format of oppression and power. This has led to a sense of deculturalization within institutions. Not recognizing differences or identities has become one of the growing trends, specifically with promises for equality and justice that have become more important. This particular concept is based on changing the levels of education and development within society while creating even more value to the educational expectations among those that are receiving an education (Spring, 2006). The backlash that has been taken with oppression and power is one which I have found to not create consistent efforts for change. The first problem is that many within social orders still recognize the identity differences. At the same time, many teachers and administrators continue to exercise a sense of oppression by labeling others in a different way, such as through learning systems. The concept of inclusion by trying to not notice the culture within a classroom is creating even more difficulties with developing a sense of inclusion from other formats. While the concept of deculturalizaation works at an institutional level to form policies while creating gaps within the system at a social level, others are formatting different responses which are expected to alter the educational system and the sense of oppression or inclusion. The recognition and trend has moved from not recognizing culture and focusing on equality into one which is based on the multicultural classroom. The initiative which this is creating is one which is based on understanding the different levels of diversity while noticing that there are differences between each student based on various cultures and formats. This particular application is one which demands equality but at the same time recognizes a sense of diversity is required for those that are within the classroom. This is continuous with trying to define the identity and behaviors while welcoming the diversity that is within the school system and which is a part of the main format for those that are working at an institutional level (Pang & Shimogori, 2011). It is the format of believing in multicultural education that I believe will begin to bridge the gap with the oppression levels at an institutional and social level while developing a deeper understanding of diversity within the classroom. However, the requirement for the multicultural education is not only based on recognizing identities and differences. This is only the first step and approach to allowing individuals to be able to create more opportunities and initiatives to those that are working within the classroom. More important than the multicultural education is the need to develop and create more initiatives with the understanding of what diversity means. The concept of identity is one which does not always come from the social stratification. There are also teachers whom I have found to identify children by learning levels, qualities of the child and characteristics that develop a sense of favoritism in the classroom. This is another format of power that is more important when looking at the concept of inclusion and diversity that is now required for the classroom. The concept of favoritism as well as oppression and power is one which can be examined with the understanding of the hierarchy that is a part of the classroom initiatives. The hierarchy is based within the institution itself, specifically which is associated with the social roles one carries as well as the expectations that are a part of each job requirement. This is continued with formats that are developed with the educational coursework and the expectations with learning at different levels. The curriculum and the development of specific concepts demand a hierarchy and sense of identification. This is one that has not changed at an institutional level and demands that all children remain at the same level, not only in terms of identity, but also with learning capacities and development levels. If one does not develop at the same pace, then the hierarchy is formed with the sense of favoritism, leading to another format of power and oppression. The concept of multicultural development then demands a re-examination of what oppression means as well as looking at how the institutional and social hierarchies are formed within a classroom (Gorski & Goodman, 2011). I have noticed this specific hierarchy in all formats through my own education as well as experience with teachers. This comes with the expected curriculum in which students are expected to read at certain levels, develop an understanding of specific concepts or to meet requirements. This is furthered with images of identity that are embraced more among materials as well as different expectations from teachers. Each of these creates a sense of exclusion among students that may come from different backgrounds. Oppression may be furthered with the approach toward identity; however, the current trends are focused more on different learning styles and expectations that are not met within the classroom. The hierarchical format is one which I believe can only be changed by restructuring the institution and beginning to re-examine the ways in which the curriculum is formatted as well as how this changes the expectations and needs among students that are in the classroom. The demands which are created because of the oppression and power that is within the classroom can only begin by the institutional and social levels embracing new formats for teaching that take out the hierarchical format. This is based on stopping the favoritism levels according to the learning capacities and identity of students in the classroom. This is furthered with inclusion that embraces identities not only in terms of social stigmas, but also with the alternative learning styles that are a part of the classroom. It is now expected and known that the classroom is expected to have a multicultural dimension according to various identities. However, the hierarchy with the curriculum, standards and the institutional expectations do not provide a constructive format to assist students with learning and development in the classroom. The question of identity as well as power over specific types of students then remains problematic while total inclusion is not provided because of the different levels of oppression which are taking place (Youdell, 2010). The approach which is taken with the curriculum and hierarchies is one which needs to be furthered even more with the sense of inclusion through the teacher training and expectations. I have found that teachers have the ability to format the curriculum and take specific initiatives for personal inclusion within the classroom. The format of the curriculum that is based on inclusion requires the teachers to take a different approach to leadership while learning how to teach students in a different manner. The learning process for teachers is based on finding the activities, curriculum approaches and other formats that immediately embrace the diversity in the classroom from all levels. The ability for teachers to do this then changes the environment of the classroom and offers inclusion at various levels. If enough teachers are able to do this, then the institution will demand change and new approaches to the curriculum and inclusion can be taken. While this is now at an experimental level, there are teachers and curriculum objectives in specific schools that are allowing this to become a reality for teaching. The expectations for inclusion that are carried by teachers are ones which are based on finding ways to reach individual students. The challenge to teachers is twofold. The first one is with the ability to change the curriculum in formats that offer the same learning to all students, despite the diversity which is required. The second one is based on meeting the standards set by the institution to further create a sense of inclusion. Until teachers are able to take stronger initiatives and to find constructive solutions, the concept of inclusion and diversity will remain unwarranted within classrooms. This will develop into more issues and problems within the schools and will create problems in terms of social justice, specifically because the power at the institutional level needs to support and embrace the needs for teachers (Adams & Bell, 2007). The concept of diversity and inclusion in the classroom has been formatted through a variety of concepts that are based on institutional oppression and social stigmas. The problem is one which has led to exclusion at various levels, specifically which is based on the terms of identity that are created among institutions. Today, the concept is altering with the need to have a sense of multicultural classrooms while offering new solutions for those that are within the institution. The challenge is no longer one which is based on past stigmas of social class and the differences which are made in the classroom. Now, the sense of inclusion incorporates learning styles and expectations from students of diverse backgrounds. The changes which are required with the hierarchies of power are based on reformatting the curriculum and building constructive solutions to include all children within the classroom. The solution which is required is based on the recognition of reformatting the school structure while developing new approaches to inclusion that all students are able to become a part of while learning according to the developed standards set by the institutions. References Adams, M., & Bell, L.A. (2007). Teaching for diversity and social justice. UK: Taylor and Francis. Gorski, P.C., & Goodman, R.D. (2011). “Is there a hierarchy of oppression in US multicultural teacher education coursework?” Action in Teacher Education 57 (2). Pang, V.O., & Shimogori, Y. (2011). “Multicultural education.” Journal of Qualitative Studies in Education 71 (2). Sensoy, Ozlem, & DiAngelo, Robin. (2012). Is everyone really equal? An introduction to key concepts in social justice education. New York: Columbia University. Spring, J. (2006). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. UK: Wiley and Sons. Youdell, D. (2010). School trouble: Identity, power and politics in education. UK: Routledge. Read More