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NEW240Y1 - Nov 15.docx

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New College
June Larkin

NEW240Y1 – Nov 15 12/16/2012 7:06:00 PM Lecture November 15 , 2012h  Study Session- week before exam o Equity Studies union o Most likely Wednesday  Course usb will be available around the end of the exam  Equity and Social Movements o A Social Movement  A group of people with a common ideology who try together to achieve certain general goals.  A type of group action  Large informal groupings of individuals and/or organizations focused on specific political or social issues and carrying out resisting or undoing a social change o The Oregon Citizens Alliance (OCA)  Conservative organization created amendment to remove sexual orientation  Once rights are entrenched, they are still precarious.  These are another form of social movements  Social movement are not always equity movements.  Silence as form of social movement o OCA Strategies  Fear about the economy  Homophobia  Negative stereotypes about LGBT people  Language (special rights, special interest groups)  The Bible  Violence  I didn’t speak up when they came for others so there was no one left to speak up when they came for me.  Naomi Klein o Global village where multinational corporations suffer.  Anti-corporate activism o Corporations have become the ruling political bodies of our era, setting the agenda for globalization. o Known as corporate rule, where they have more power than government.  Amalgamated wealth and politics o They come together formally now. o Compliance by citizens.  Neoliberalism o Favor the opening of foreign markets through free trade o Means fewer restrictions on business operations o Reduces the role of national governments o Affects labour rights (rejects minimum wage, collective bargaining) o Analysis as creative power for change  It is important to understand the context of social movements and the “click”  Ad busters  1994- The Zapatista uprising o Zapatista- an indigenous movement formed in Chiapas, Mexico o Look to an learn from the south for  Criminalization of Protest o Rather than addressing the many varied and valid concerns of thousands who joined anti-globalization protests around the world, the media focused on a small number of violent protesters. o How the media participates in the criminalization of protesters. Exam help session 4 questions worth 5 marks bring up 5 different points cheat sheet - for each definition make five points - put points in sentence form Part A Make sure that you stick to the definition or concept and that you do not veer off and waste time. OCAP anti poverty organization talks about the govt. policies and poor people OCAP is dedicated to fighting poverty Ontario community/ grassroots organization What does it actually do? Give explanation of what exactly OCAP does Article, “Going for Broke” p 290 John Clarke explains it Mike Harris, Workfare, welfare system  faciliatates keeping people poor  relevance for equity one mark for including key references --> John Clarke Notes 12/16/2012 7:06:00 PM What is Social Justice Education? Theory and practice are intertwining parts of the interactive and historical process which Freire calls praxis (1970) Defining Features of Oppression Pervasiveness: nature of social inequality woven throughout social institutions and embedded within individual consciousness Includes institutional and systemic discrimination, personal bia, bigotry, and social prejudice in most aspects of society Restricting: denotes structural and material constraints that significantly shape a person’s life chances and sense of possibility. Oppression restricts both self-development and self-determination. It delimits who can imagine becoming and the power to act in support if one’s rights and aspirations Hierarchical: Oppression signifies relationships that dominant or privileged groups benefit, from the disempowerment of subordinated or targeted groups. For example, white’s dominate and control social power and privilege unequally available to coloured people. Thus, as a social group, white’s hold the majority of positions of power and influence , and command the controlling institutions of society, while negatively affecting the life expectancy, infant mortality, income, housing, employment, and education opportunities of coloured people. Complex, multiple, cross cutting relationships: Power and privilege are relative. Even an upperclass professional man of African American descent might have more economic opportunities unavailable to most women, though they may also face limitations not endured by white co-workiers, male or female. He may be more likely to be threatened by police and or endure hateful epithets more often Internalized: Oppression and oppressive beliefs are internalized and the idea that poor people somehow deserve and are responsible for poverty, rather than the economic system that structures and requires it, is learned by poor and affluent alike. Homophobia and the idea that poor people somehow deserve and are responsible for poverty; the economic structure and the belief that poor people are responsible for it is a common internalization by poor and affluent alike. How do we capture such complex social phenomena in clear and understandable terms that neither oversimplify nor rigidify processes that are lived by diverse human beings in historically specific and individually particular ways? We look at the existence of a dominant or agent group and a subordinate or target group in each form of oppression as well as the differentials of power and privilege that are dynamic features of oppression, whatever its particular form. We try to highlight distinct qualities and appreciate historical and social contexts that distinguish one form of oppression from another. We believe eradicating oppression requires struggle against all its forms but building coalitions among diverse people offers promising strategies for challenging oppression systematically. Therefore, we highlight theory and practice that demonstrate the interconnections among different forms of oppression and suggest common strategies to oppose it. Learning from History As we move toward new initiatives and their interlocking nature and it’s different form of oppression, we can trace connections among movements that may not have been clearly visible then as they are now in hindsight. We can study these histories to learn how better to build coalitions and avoid internal divisions. Constructing an Inclusive Theory of Oppression The social science literature on racism and insights about racism that emerged from the civil rights movement of the late 1950s-1960w profoundly shaped the way scholars and activists have come to understand oppression and its other manifestations. Americans during the civil rights movement adapted their own stories and struggles to shape their goals and strategies for equality. Early women’s groups were spawned within SNCC itself as black and white women applied their experiences with racial inequality to their own positions as women, as did Latinas in the Puerto Rican Youth movement. Classicism The new left movements of the late 1960-1970s espoused ideals of political democracy and personal liberty and applied their political energy to make power socially accountable. Remarks by A. Rodney Bobiwash The main purpose of this reading is to show how inequitable Canada has been towards Aboriginal peoples. It reveals that there are a growing number of aboriginals, already a minority, and also aboriginals with disabilities that may need assistance from the government in the form of institutions and funding initiatives for better programming. It also outlines the fact that universities have been trying to attract aboriginals to attend their schools. The Federal Contractors Compliance Program was implemented in order to increase the numbers of people from target groups within private corporations that did business with the federal government but it decreased within the first five years. The only service that accomplished anything was the Department of Indian Affairs which increased the numbers of Aboriginal people in the federal government. Newspaper Analysis 12/16/2012 7:06:00 PM Analyze one at a time. Look for specific language. Look for statistical information Look for changes over a long period of time. How do I know what information is actually important? How do I look for that? How do I distinguish the facts from the author’s opinions? What am I trying to do here? What am I analyzing about the article? How can I organize my analysis? What structure is suitable to make the most effective argument? How do I find the main idea of the article? Newspaper Analysis 1. Equity entry points - which are relevant to my editorial and how do they intersect? - Look at terms, concepts, and frameworks I learned about in the first weeks of the course to help define the relevant issues in the editorial 2. Identify the central purpose of the editorial/article - The article argues that immigration laws are increasingly becoming more of a selection process which specifies who can enter the country based on certain qualities they possess. - it is very hypocritical because of the historical fact that Canadians at one point were hiring foreign workers for cheap labor. - the number of refugees allowed into the country has been decreasing since 2006, and may be because of stricter immigration laws. - The number of family class immigrants accepted into Canada has dropped by 10,000 since the Conservatives took power. - this is in opposition to the number of economic immigrants and temporary foreign workers that are being brought into the country in 2010. - the only true information that the editorial offers is the chart showing: The Conservative record: Immigrants see a harsher Canada from the Toronto Star - the stance of the author seems to be presented as more factual and interpretive of the graph than trying to persuade the reader to choose as particular side of the argument. The only hint of the author’s preferred side is the title of the graph “The Conservative Record Immigrants see a harsher Canada” - The author appears say that it is beneficial to Canada that they are letting immigrants into the country. They employ a tone that seems to be hopeful but in fact might be an equity issue in the fact that the government is beginning to restrict entry into Canada to those that are more “qualified” to enter than others, potentially starting or continuing a hierarchy of people competing to escape their country or make a living in Canada with a fresh start.  They must also speak either French or English if they wish to stay in Canada following university and after doing that they must wait to be recruited by employers through nomination. - the author states, “What was once a modest program designed to bring in nannies, farm workers and foreigners with specialized skills, is now a source of low-cost labour. - It has also now become more about using immigrants for economic benefit and cheap labour than an issue over citizenship. It is citizenship with a goal and a specific ideal of cheap labour. o Since the Conservatives took power, Canada has become less of a haven and more of a harbor for refugees to work for their purposes. Those that are let in, anyways. - The author claims that the Tories have made “needed reforms, realigned immigration with the job market and reduced the backlog of applications from skilled workers and improved the distribution of immigrants across the country (to work for cheap labor).  They have also deprived the workers’ families from being able to integrate properly by making it harder for their families to join them.  This, to me, sounds more like a deliberate act of governmental authority over citizens in order to control them but instead becoming the workforce of Canada in a tradeoff for a “better life”  It is true then, that
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