16: The History and Influence of Systemic, Internalized Privilege and Oppression
- Page ID
- 42560
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 16.1: Introduction
- This page discusses the significance of diversity in group dynamics within early childhood education, highlighting how different perspectives contribute to resilience, creativity, and problem-solving. It recognizes the social challenges that diversity can bring, including the potential for conflicts and oppression. The text stresses the importance of building authentic relationships across differences to fully harness the benefits of diversity for growth and innovation.
- 16.2: Privilege as Practice Framework
- This page explores the "Privilege as Practice" framework to enhance self-awareness of systemic power dynamics, focusing on the adverse effects of oppression on Black boys in education, such as high suspension and expulsion rates. It advocates for culturally responsive early childhood education to bridge the opportunity gap and promote equitable learning.
- 16.3: The Journey Towards Equity
- This page discusses the journey toward cultural responsiveness and equity in early childhood education, focusing on self-awareness, family partnerships, and social justice advocacy. It highlights the importance of reflecting on privilege and power dynamics that lead to oppression.
- 16.4: Practices for Engaging Difference, Privilege, and Power
- This page explores power and privilege dynamics, highlighting how those in power sustain their position. It stresses the importance of awareness and observation in challenging systemic oppression and notes that privilege is context-dependent. The page contrasts "power over," which reinforces oppression, with "power with," promoting collaboration for change.
- 16.5: The Culturally Responsive Lens
- This page discusses the Culturally Responsive Strength-Based (CRSB) Framework used by Head Start, focusing on children's strengths and cultural assets in development rather than deficits. It highlights the impact of complex environments on child growth as per the bioecological systems model and notes that socioeconomic status significantly influences parental involvement and children's academic experiences.
- 16.6: Creating a Paradigm Shift
- This page explores paradigms that shape worldviews, focusing on their deficit-oriented nature regarding diversity, which often casts minority populations in a negative light. It critiques the labeling of minority children as "at risk" and calls for a paradigm shift led by change agents to highlight strengths within these communities. The goal is to improve research, program planning, and strategies to support children's development, fostering a more positive understanding of diversity.
- 16.7: Summary
- This page explores the dual nature of diversity, emphasizing its value alongside its potential for oppression. It examines unearned privilege and its role in empowering some while perpetuating inequality for others. Additionally, it introduces frameworks like "Privilege as a Practice" and "Culturally Responsive Strengths-Based Frameworks," which aim to reshape views on diversity to lessen oppression within societal systems.