Understanding Oppression Civil War Unit- Day 1

Dominant vs. Subordinate Dominant, Oppressor:  Access to power  Economic control  Provide standards, “norms”  Privilege Subordinate, Target:  Disadvantaged  Categorized  Differential treatment  Lack power and influence

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 is an individual’s external behavior

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?