Service learning - Assignment Example

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As such, social classifications based on physical differences such as race have been formulated resulting into groupings that are times used to advance…
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Service Learning Modern societal settings comprise of people from different backgrounds and cultures hence physical differences are evident. As such, social classifications based on physical differences such as race have been formulated resulting into groupings that are times used to advance discrimination thereby creating divisions. However, people in the same society should be ‘color-blind’ in an effort to promote equality, unity and eliminate oppression. Moreover, contrary to the perception of many people, everyone regardless of their physical appearance have equal potential. This implies that every member of the society is equally important and holds the potential to make positive contributions consequently leading to the overall societal development.
Racism is a global problem that can affect anyone since it arguably depends on an individual’s location. For example being white in America and other Western countries is seemingly a free ticket from racism unlike other races such as Asians. However, this privilege is limited to regions where the highest percentage of inhabitants are white. For example, during a tour to Africa with my family we encountered an incident where we were overcharged simply due to the divisions and notions created by race. There was no considerable benefit to the oppressors apart from the extra cash of course. Nonetheless, racism is seemingly double sided since in some instances I get served first regardless there being people from a different race that had arrived earlier.
Stereotyping is a common practice in the society and can either be positive or negative. For example, the stereotype that all politicians are selfish or that girls are not good at sports or that all Muslims are terrorists or all women like make-up. Going by this examples it is evident that stereotypes are specific to particular groups such as politicians, girls, Muslims, and women respectively. Additionally, stereotypes are seemingly true but the main contestation is the generalization that is not necessarily true. For example, a relatively high number of women like and frequently use make-up. However, there is also a relatively high number of women who do not wear make-up and in fact do not like it.
The theory of voluntary oppression is deeply rooted in the provisions that for oppression to occur one must belong to a group that is facing oppression. This is despite the fact that the particular individual in play may not be directly affected. This implies that an individual is oppressed simply due to the fact that they belong to a particular group that is being oppressed (Alavi, 2010, p.3). As such, people have relatively little power over their oppressors despite the fact that they may hold a position of power that may protect them from direct oppression. On a more practical platform, it means that oppression to a group that I belong such as the youth affects me as well. This is despite the fact that I may not be directly involved in the specific act of oppression taking place.
Oppression is major concern in the society implying that it should be the effort of the entire society to overcome it. Additionally, oppression affects every individual in the society thereby implying that it the responsibility of everyone. The oppression is however fueled by the stereotypes recurrent in the society. For example the stereotype that all white people are racist. Such a stereotype is not true and there is need to judge people individually rather than as a group. It is true that there are some white people who are racists but this does not apply to everyone. As such in an effort to uphold social justice it is important to shun from stereotyping and rather judging people based on their personal actions and attributes.
Works Cited
Alavi, Roksana. Race, Identity, Stereotyping and Voluntary Oppression. Global Virtue Ethics Review, 2010, Volume Six, Number 1, pp.13-27. Read More
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