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SOSC 1920 (8)

jan29 Educating Ourselves .pdf

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York University
Social Science
SOSC 1920
Elizabeth Brule

Educating Ourselves Readings: Tracey Lindberg, “ What do you call an Indian Woman with a Law Degree? NineAboriginal Women at the Saskatchewan College of Law Speak Out,” pp. 223-231 [Reader]; • P.223 • Evaluate legal education as it has affected first Nations woman in the college of law • *Indian woman author Being an Indian woman in a non Indian, male educational setting • • *Aboriginal woman share experiences in law school • pg 224 • View includes the careful examination of the accommodation of aboriginal woman in the curriculum, class teachings, material, and understanding of law school • Came to law school by: dare, change people’s views about Indians, wanted to be a lawyer, career reasons/choices, because of the way treated by males in the justice system, doubters Aboriginal woman find themselves alienated from the learning processes • • Page 225 • Perceived and received as a first Nations female. Therefore, interaction is based on who they are Associate with other aboriginal people • • Majority of aboriginal woman of the college of law do not separate gender from origin • Aboriginal women perform an important role in racial and ural self determination • Issues of racism and community wellness are often aboriginals major concern Many aboriginal women in the college socialize predominantly with aboriginal males • • Receiving personal and moral support • Finds themselves being drawn to minority groups • First to be asked opinions, or ignored entirely P.226 • • So few aboriginals that it is hard to bond on the basis of race • Connect more than on race and gender • Education system that does not convey the understandings, needs and legal positions of aboriginal peoples and systems to the people who most need to understand it--non aboriginal students • Most college students are empathetic and open minded towards aboriginal issues, theyre fertile ground for planting new seeds of knowledge about aboriginal people P.227 • • Mot people recognize that a great deal of this knowledge deficit could be minimized if professors, administrators and other staff realized that teaching from a variety of respective is beneficial to classroom setting There are some informed professors, yet many others who are unable to convey to their • classes that aboriginal issues were often distinct and very much a reality • Feeling of aboriginal issues taken more seriously and addressed more if staff was aboriginal as well • Issue of gender differences in aboriginal communities has become a subject that both aboriginal and non aboriginal people prefer not to discuss (more gender equality in aboriginal) • Aboriginal politics demands a role for aboriginal women. • Aboriginal community is slow to get the message of the importance of the womens role and insolvent in society and especially politics • Women see problems and solutions form a different perspective---which is just as valid and as important & political voices carry this farther • P.228 Widely recognized that many non aboriginal people do not think about, understand or • define reality in the same way that some aboriginal people do • Aboriginal women are most offenders and viewed as violent in community • Make decisions based on complicated set of values, upon how connected they are with aboriginal communities of interest to which we belong--connection is based on goals for the future • P.229 • Balancing lives becomes implicit part of life as family and community shift positions in our web of responsibilities • Overt racisim is something that few of the aboriginal women had actually seen, heard or experienced from law school peers ---yet a very strong majority of et women believed that there were racial slurs and understands at work in the college of law • P.230 • There is a perception in law school that aboriginal people in law school are not there on merits and are lower achievers and underserving of a position in the college • Exclusion of aboriginal people, specifically women, from the curriculum • Aboriginal women have accepted the responsibility of education and challenged the remaining aboriginal in the search for knowledge in a system that challenges their makeup • P.231 • We must stop displaying racism and prejudice towards aboriginals • Must evolve the system ▯ Brenda Beagan, “Micro Inequities and Everyday Inequalities: ‘Race’, Gender, Sexuality, and Class in Medical School,” pp. 232-244 [Reader]. • P.232 • Elements in the students background do not exert any decisive influence...in medical school • Such background factors may have indirect influence in may ways, but the problems of the student role are so pressing that the perspective developed are much more apt to reflect the pressures of et immediate school situation that of ideas associated with prior roles and experiences • Howard becker and his colleagues insist that social characteristics such as gender, race, ure, social class, sexual orientation, and religion have little or no impact on medical student experiences • Social differences become background variables in the face of an overwhelming medical student ure The medical student population is far less homogeneous than when becker conducted • his research • Who You are, when you enter medicine, affects the extent to which you fit in during medical school Those who share the latent ure have a sense of belonging; those who do not may feel • alienated and marginal • P.233 • Micro inequalities based in gender, including gender exclusive language, absence of paternal leave policies, gender based illustrations in medical texts, sexist jokes in classed at school social events, male students being called doctor while women are not, women being mistaken for nurses, being called girls, being ignored by instructors • Women feel less welcome, marginal High degree of racial segregation in extracurricular actives, suggesting the • marginalization of students of colour • Radicalized minority students tend t ave higher attrition rates and take longer to complete undergraduate training and more likely to switch specialities or drop out of programs Recent investigations into the impact of sexual orientation in medical school suggests • that homophobic attributes are as prevalent among medical students and fay members as in the general population • Thus students who identify as gay, lesbian, or bisexual may feel more marginalized in medical school than do heterosexually identified students • The research presented here sought to investigate the micro level interactional processes through which the dominant ure of an institution may be conveyed, with attendant messages of inclusion and exclusion It explicates processes through which in on particular education institutions, such • inequalities on gender, race, class and sexual orientation are enacted • Research method and participants • P.234-p.235 50/50 male and female students (27 yr.) - 78/22 male/female in fay (51 yr.) • • Everyday inequalities and micro inequalities • Everyday racism -- a form of racism distinctively structured in practices that infiltrate everyday life and become part of what is seen as normal by the dominant group, even in the context of formal commitment to equality • Subtle sexism--the unequal and harmful treatment of women that has ben internalized as normal, natural or acceptable & reinforces boundaries between men and women • Hostile humor, isolation, diminishing, devaluation and discouragement that cumulatively exclude women, rendering them less confident and productive • Power of these practices (micro inequalities) lies in their expression and aggregate burden • **tho they seem minimal and harmless overtime they become accepted and work up to become a thought process or mentality bc no one stopped them initially • The repetition of structural arrangements of inequality is accomplished through ongoing, everyday, taken for granted practices that are rooted in ural habit How, even with people dedicated to equality, do these micro inequalities still exist • • Everyday racism • P.236 • Overt racism is a public, conscious act intended to harm or damage a person or a group of people of another race specifically because of the race of the victimized person or group of people. • Most apparent form of everyday racism is racist jokes • P.237 Everyday sexism • • Most omen and some men explain how gender does mea a difference, ranging in from quite blatant sexism and sexual harassment to a more subtle climate of gendered expectations that may make things intangibly easier for male students The impact of an overall gend
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