I’m reflecting on the Four “I” s of Oppression because it helped me understand more the different ways unfairness shows up in our society. By understanding ideological, internalized, interpersonal, and institutional oppression, I can see how these issues affect people’s lives and contribute to systemic injustices. This awareness is crucial for creating a more inclusive environment, especially in education. Ideological Oppression: This type stems from our beliefs and what society often considers “common sense.” For instance, calling someone a “real girl” or “real boy,” or the idea that pink is for girls and blue is for boys, as Luna Malbroux highlights, reinforces rigid notions of gender. Growing up, I loved fashion and developed my own unique style. I often wore boys' shirts or baggy pants because I found them more comfortable. Because of my choices, people questioned my sexuality and said I wasn’t a “real girl” since I didn’t fit their idea of femininity. In reality, I just preferred to dress comfortably, even if that wasn’t everyone’s idea of style. This shows how ideological oppression can profoundly impact how people see themselves and how others view them. Internalized Oppression: This happens when individuals absorb the negative messages from society about their identity. For example, a young person who identifies as LGBTQ+ might grow up in a homophobic environment, hearing messages that being gay is wrong or shameful. Over time, they might start to believe these messages themselves, leading to feelings of shame, low self-esteem, and even hiding their true identity. This internal struggle can make it difficult for them to accept themselves and can impact their relationships and overall well-being. Interpersonal Oppression: This type involves interactions between individuals or groups, and it can be intentional or unintentional. For example, during group projects in school, a student might intentionally exclude a classmate from joining because of their race or perceived social status. This can happen subtly, like not making eye contact or not inviting that person to share ideas. Even unintentional forms can occur, such as a group of friends consistently leaving someone out of conversations or activities because they assume that person wouldn’t fit in. These acts of exclusion can lead to feelings of isolation and reinforce broader societal inequalities. Institutional Oppression: This type occurs through laws and policies that create unfair advantages for some groups over others. For example, in many places, school funding is based on local property taxes. This means that schools in wealthier neighborhoods get more money and resources, while schools in poorer areas receive less. As a result, students in those underfunded schools often have fewer opportunities, such as advanced classes or extracurricular activities, putting them at a disadvantage compared to their peers in wealthier districts. Understanding these types of oppression makes us think about how to stop them in our classrooms. As teachers, we need to make sure all students have equal chances to succeed. Knowing that oppression can happen in different ways helps us deal with these issues better. By being aware of these problems, we can create a more welcoming and supportive environment for every student.
The Rhode Island Department of Elementary and Secondary Education provides guidance for teachers and staff on how to support transgender and gender-nonconforming students. It starts by defining important terms and explaining the laws that protect these students. The document covers topics like using bathrooms, playing sports, and dress codes, and says that students should be allowed to choose based on their gender identity. If a student is going through a gender transition, the guidance recommends that schools work with parents and staff to support younger students, but for older students, contacting parents might not always be safe. Teachers and staff are told not to share any private information about a student’s gender identity, whether or not the student is open about it. T o help teachers better understand these issues, the document suggests schools offer training, such as including it in anti-bullying or health education programs. Schools are also encouraged to update...
I also chose to reflect and can relate a lot to what you mentioned about not dressing "feminine enough". I also think the video you added helps further explain that point very well.
ReplyDeleteI really like how you talked about different examples of what each of the Four "I"s of Oppression look like and how we, as educators, must ensure that we are taking the proper steps to handle issues that may arise in our classrooms regarding oppression. I also liked your last sentence about how by being aware of these problems, we can create a more welcoming environment. Being aware that there is a problem allows us to consider possible solutions, and also allows us to create a better learning environment.
ReplyDeleteI really liked how you talked about the Four "I"s in the classroom setting because it is so important to create an inclusive environment. Especially growing up in our elementary school and middle school years like we did- I think we as girls understand how it feels to not be the "girly girl" or to be looked at as "not feminine enough" and I think we all hope to create a classroom that is not sexist and allows boys to play with Barbie and girls to play with trucks.
ReplyDeleteI love that you gave the definition of each and then go on to give those real world examples as well as your own connection. I agree, as teachers we have to create those opportunities for equality and continue to remain consistent in that practice so hopefully others will follow suit.
ReplyDeleteFeom Jess: Karina’s: I like how you broke down the challenges of privilege and inequality into five different parts and went into depth with your explanations. You mentioned solutions but still
ReplyDeleteacknowledged the struggles and difficult conversations many. individuals go. through.
I love that you gave the definition and also that you connected it to the outside world.
ReplyDeleteHi Karina! I enjoyed reading your post. Working with children, I think that the most common form of oppression I've seen in the classroom is interpersonal oppression that sparks internal oppression. In the class I've been working in, there is this one child who is always excluded from activities or conversations because she is "different" from the other students in her mannerisms, and so she is made to feel that she doesn't fit in. This has made her internalize what her classmates say, and now she truly believes that is the case. It really is disheartening to see.
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