8: The History and Influence of Systemic, Internalized Privilege and Oppression
- Page ID
- 316706
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 8.1: Introduction
- This page highlights the importance of uniqueness and diversity in group dynamics, illustrating that diverse groups exhibit increased resilience and creativity in problem-solving, particularly in early childhood education. It also acknowledges the social challenges and conflicts that diversity can create due to historical oppression and violence. To maximize the advantages of diversity, such as creativity and adaptability, fostering authentic relationships across differences is emphasized.
- 8.2: Privilege as Practice Framework
- This page explores the concept of "Privilege as Practice" to foster self-awareness about systemic privilege and oppression. It highlights intersectionality and the need to leverage privilege for collective good, focusing specifically on the educational challenges faced by Black boys. The text critiques the traditional "achievement gap" perspective, emphasizing the "opportunity gap" that restricts their potential due to disparities in access to quality early childhood education.
- 8.3: The Journey Towards Equity
- This page emphasizes the need for early childhood educators to be culturally responsive and advocates for social justice. It encourages self-reflection on personal culture, forming partnerships with families, and understanding privilege and power in relation to oppression. The chapter promotes respectful engagement and acknowledges the complexity and discomfort of the journey toward equity, aiming to inspire an open and blame-free dialogue.
- 8.4: Practices for Engaging Difference, Privilege, and Power
- This page discusses the importance of recognizing how power dynamics operate to maintain the status quo. It highlights that while some may oppress differences intentionally, many do so unknowingly due to their privilege. The text emphasizes the need for enhanced observational skills and the courage to disrupt dominant systems. It also notes that privilege is context-dependent and unearned, shaping social dynamics.
- 8.5: The Culturally Responsive Lens
- This page discusses the Culturally Responsive Strength-Based (CRSB) Framework used by Head Start, which focuses on recognizing the strengths and assets of children and their families to foster growth. It aligns with a bioecological systems model that considers different environmental influences on child development.
- 8.6: Creating a Paradigm Shift
- This page examines paradigms that influence perceptions of diversity and minority groups, critiquing the deficit-oriented view of minorities as "at risk." It advocates for a paradigm shift to focus on their strengths and successes, highlighting the roles of families and educators in enacting change.
- 8.7: Summary
- This page explores the dual nature of diversity, noting its value and potential to oppress marginalized groups. It discusses unearned privilege and its role in power dynamics, suggesting it can either reinforce or challenge oppression. The text introduces "Privilege as a Practice" and "Culturally Responsive Strengths-Based Frameworks" as strategies for redefining diversity to combat oppression.