...Focus on Pellow's discussion of stakeholders and ways in which companies maneuver to obtain approval and minimize opposition. How do these strategies connect to "colonial" hierarchies and institutionalized racism? As Pellow states, the causes of environmental injustice referenced in the scholarly literature include institutional racism in housing… and the exclusion of low-income individuals and people of color from the dominant environmental movement” (Pellow, 13). And the environmental inequality is a social process involving and impacting many stakeholders, such as social movement organizations, private sector firms, the state, residents, and workers. “When different stakeholders struggle for access to valuable resources within the political economy, the benefits and costs of those resources become distributed unevenly” (Pellow, 14). Which means that, those stakeholders with less power suffers from environmental inequality, such as living and working under dangerous conditions; those stakeholders with greater power are able to deprive other stakeholders. Thus, workers and residents with minimal political power are the most vulnerable to environmental inequality. In order to obtain approval and minimize opposition, companies adopt many strategies, which are connected to "colonial" hierarchies and institutionalized racism. “Throughout history, one of the most effective ways of controlling a colony was to create hierarchies (or intensify existing ones) between social classes...
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...“White Privilege” Topic: McIntosh, Peggy “White Privilege” The author made use of the phenomenon of male privilege to bring out the fact that white privilege is similarly denied and unconsciously protected. By describing how male privilege has rooted in our society, and how men denied this phenomenon by avoiding acknowledgement of the issue, the author explained the development of white privilege. According to the author, whites are taught not to recognize their privileges. They are disciplined in a way that they are unable to recognize racism as something that puts them at an advantage while as a result, put others at a disadvantage. They do not realize the existence of unearned skin privilege and therefore do not feel the need to stop it. By identifying the daily experiences granted by their skin privilege, whites can help themselves to reveal this distorted culture. They have to recognize the problem before they can lessen it and work to end it. The most obvious privileges are that white individuals are assumed to be affluence, civilized and morally neutral. The white community is perceived as a group of people who interact pleasantly and peacefully and that their country enjoys a widely represented state and its people enjoy many of its freedom. These perceived and unearned privileges are not only preserved from other people, they are also used as weapons to oppress others. However, even if white individuals do not approve the way which white dominance has been...
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...White privilege otherwise known as white skin privilege is a term for societal privileges that benefit white people in western countries beyond what is commonly experienced by the non-white people under the same social, political, or economic circumstances. These privileges are unearned and are distributed based on values of the dominant group, which in the west is white people. According to McIntosh and Lee, whites in a society considered culturally a part of the Western World enjoy advantages that non-whites do not experience. This leads to the controversy over whether or not White people should be able to enjoy these privileges. The term denotes both obvious and less obvious passive advantages that white persons may not recognize they have, which distinguishes it from overt bias or prejudice. These include cultural affirmations of one's own worth; presumed greater social status; and freedom to move, buy, work, play, and speak freely. The effects can be seen in professional, educational, and personal contexts. The concept of white privilege also implies the right to assume the universality of one's own experiences, marking others as different or exceptional while perceiving oneself as normal. Some critics argue that the term uses the concept of "whiteness" as a proxy for class or other social privilege or as a distraction from deeper underlying problems of inequality. Others argue that it is not that whiteness is a proxy but that many other social...
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...discrimination, disadvantages, worthless, and the list could go on with even more words that relate to racism. Jobs, acceptance, equality, benefits, this list is harder to label is it not? White Privilege is just as real as racism, but not as apparent. According the University of Dayton’s online dictionary, White Privilege is defined as, “a right, advantage, or immunity granted to or enjoyed by white persons beyond the common advantage of all others; an exemption in many particular cases from certain burdens or liabilities,” (“white privilege”). White Privilege is a subject rarely covered by educators due to the difficulty students’ have understanding it; therefore, resulting in a lack of awareness. White Privilege, unlike racism,...
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...Running Head: BLACK AND WHITE PRIVILEGE IN AMERICA 1 Black and White Privilege in America Jacki Barnes Davenport University Diversity in Society – SOSC201 Professor Narketta Sparkman October 21, 2012 Black and White Privilege in America There are many definitions of “white Privilege” in text books, media, and on the internet, but all of those definitions include one common thread: It allows white persons advantages over non-whites and it is a form of social privilege. According to Akbar (Koppelman, 2011, p. 44), white privilege originated with the arrival of the white man in America. He states that, “They began to effectively eliminate any contradiction to the imposed redefinition of reality that they dictated.” White privilege has been referred to as rightness of white, meaning that white is normal and any deviation from that is abnormal (Koppelman & Goodhart, 2011, p. 189). It offers economic benefits as well as cultural benefits. Being white means you will most likely be paid a higher salary, receive promotions, and have loans approved. In classrooms, anything that happened prior to white people arriving in America is referred to as prehistory (2011, p. 191). Because of white privilege, there are many things that white people take for granted that people of color have no access to. For example, whites can choose to purchase a home in an area they can afford and want to live in. Researchers at Dartmouth, the University of Georgia...
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...SOC 322 Complete Class Discussions and Assignments Click Link Below To Buy: http://hwcampus.com/shop/soc-322-complete-class/ Discussion Forum 1 Discussion Forum 1: What is your cultural background, and what is it like where you live? In Discussion Forum 1, post your response to the following discussion questions. Reply to at least two classmates’ responses by the date indicated in the course Calendar. 1. What is your cultural background, and what is it like where you live? 2. Describe how you have encountered the strange in the familiar in your own neighborhood or in some other place and what reference groups do people use in your neighborhood to define what is culturally and socially appropriate habitus? 3. In your neighborhood, are there ways that the people create social distance to separate themselves from others unlike them even to the point of being ethnocentric? CO1, CO7 Discussion Forum 2 Discussion Forum 2: Cultural Experiences In Discussion Forum 2, post your response to the following discussion question. Reply to at least two classmates’ responses by the date indicated in the course Calendar. Using a blend of your own experiences, supported by your understanding of the course readings and key terms integrate the following questions into your discussion board posting. It should be three strong paragraphs of 4 – 5 sentences in each paragraph. Then respond to at least two colleagues with an antithesis question on their posting. 4. Culture...
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...Early Childhood Education 01 July 2012 Culture and Diversity Webliography Assignment • Jones, T., (2005). Incorporate Diversity Into Your Classroom. Intervention In School & Clinic, 41 (1), 9-12. Retrieved from http://0-search.ebscohost.com.lasiii.losrios.edu/login.aspx?direct=true&db=trh&AN=17997021&site=ehost-live&scope=site This article has 20 relatively simple ways to incorporate diversity into the classroom. Some of the ideas were so simple they could be seamlessly integrated with other teaching that was already happening. Such as while learning about the traditional explorers from Spain, England, and Portugal; it would be a perfect time to learn about explorers from Africa, Mexico, or Norway. Another idea was to study games from other parts of the world and if the students seemed keen about one the games, the article suggested learning how to play the game and incorporate into the games already played. I chose this particular article over other articles for its simplicity and its approach to teaching diversity without actually drawing attention specifically to diversity education. Some of the other like minded articles were to complex for my simplemindedness and made it a point to teach diversity instead of incorporating it into existing learning. After reading the article I thought I could employ some of the ideas without much effort while playing with my grandchildren. • Barta, J., & Winn, T. (1996). Involving parents in creating...
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... | Graded Assignment Test: Reading Techniques Section 1: Multiple–Choice (20 minutes) Directions Mark your answers to the multiple-choice questions on the answer sheet at the end of the multiple-choice section. Use a black or blue pen. Remember to complete the submission information on every page you turn in. For questions 1-10, refer to the following passage: Gentlemen of the Exposition, as we present to you our humble effort at an exhibition of our progress, you must not expect overmuch. Starting thirty years ago with ownership here and there in a few quilts and pumpkins and chickens, remember the path that has led from these to the inventions and production of agricultural implements, buggies, steam engines, newspapers, books, statuary, carving, paintings, the management of drug stores and banks, has not been trodden without contact with thorns and thistles. While we take pride in what we exhibit as a result of our independent efforts, we do not for a moment forget that our part in this exhibition would fall far short of your expectations but for the constant help that has come to our educational life, not only from the Southern States, but especially from Northern philanthropists, who have made their gifts a constant stream of blessing and encouragement. The wisest among my race understand that the agitation of questions of social equality is the extremist folly, and that progress in the enjoyment of all the privileges that will come to us...
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...SOC 322 All Discussions Forum Click Link Below To Buy: http://hwcampus.com/shop/soc-322-discussions-forum/ Discussion Forum 1 Discussion Forum 1: What is your cultural background, and what is it like where you live? In Discussion Forum 1, post your response to the following discussion questions. Reply to at least two classmates’ responses by the date indicated in the course Calendar. 1. What is your cultural background, and what is it like where you live? 2. Describe how you have encountered the strange in the familiar in your own neighborhood or in some other place and what reference groups do people use in your neighborhood to define what is culturally and socially appropriate habitus? 3. In your neighborhood, are there ways that the people create social distance to separate themselves from others unlike them even to the point of being ethnocentric? CO1, CO7 Discussion Forum 2 Discussion Forum 2: Cultural Experiences In Discussion Forum 2, post your response to the following discussion question. Reply to at least two classmates’ responses by the date indicated in the course Calendar. Using a blend of your own experiences, supported by your understanding of the course readings and key terms integrate the following questions into your discussion board posting. It should be three strong paragraphs of 4 – 5 sentences in each paragraph. Then respond to at least two colleagues with an antithesis question on their posting. 4. Culture defines social roles...
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...Philosophy 210 – Tutorial Assignment 3 Steve Biko Dialectical Reasoning Name: Meggan Williams Student Number: 13188195 Tutor: Kagiso Mataboge “The thesis, the anti-thesis and the synthesis have been mentioned by some great philosophers as the cardinal points around which any social revolution revolves”. This statement is critical to Steve Biko’s argument as he is striving for a social revolution for Black consciousness and without the correct dialectic he will be increasingly hard for his cause. The philosophy of Black Consciousness is expresses group pride, Untimely Biko refers to Black Consciousness as a way of life (a revolution), he continuously reinforces the idea that “the black man of the need to rally together with his brothers around the cause of their oppression”. This statement will become important later when explain Biko’s justification behind his path to this synthesis. According to Biko, there has been a formulation of two different dialectics in South Africa. The first from the Liberals, which states, the thesis is apartheid, the antithesis is non-racialism, and finally the synthesis is integration as the solution, however according to Biko this is merely “very feebly defined” On the other hand the second dialectic is one formed by the ideology behind Black Consciousness, Which states that the thesis is a strong white racism and as a result of this the antithesis must be a strong black solidarity, and finally the synthesis is hoped to be a humanity...
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...| Graded Assignment Test: Reading Techniques Section 1: Multiple–Choice (20 minutes) Directions • Mark your answers to the multiple-choice questions on the answer sheet at the end of the multiple-choice section. Use a black or blue pen. • Remember to complete the submission information on every page you turn in. For questions 1-10, refer to the following passage: Gentlemen of the Exposition, as we present to you our humble effort at an exhibition of our progress, you must not expect overmuch. Starting thirty years ago with ownership here and there in a few quilts and pumpkins and chickens, remember the path that has led from these to the inventions and production of agricultural implements, buggies, steam engines, newspapers, books, statuary, carving, paintings, the management of drug stores and banks, has not been trodden without contact with thorns and thistles. While we take pride in what we exhibit as a result of our independent efforts, we do not for a moment forget that our part in this exhibition would fall far short of your expectations but for the constant help that has come to our educational life, not only from the Southern States, but especially from Northern philanthropists, who have made their gifts a constant stream of blessing and encouragement. The wisest among my race understand that the agitation of questions of social equality is the extremist folly, and that progress in the enjoyment of all the privileges that will come...
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... Race, and the African American Student: An Annotated Bibliography Bernstein, Susan Naomi. “Writing and White Privilege: Beyond Basic Skills.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 4.1 (2004): 128-31. Evaluating the relationship between white, middle-class privilege and both standardized testing and standard conventions of writing, Bernstein offers a classroom strategy for underprivileged students (either from racial or class position or both) to counter the negative effects of academic standards in relegating them to remedial positions in order to acquire basic writing skills before being granted access to the university at large. Encouraging her students to explore their previous educational experiences related to both testing and writing through a workshop format, as well as to evaluate their own imaginative writing and the reading of creative texts, Bernstein found that these can be used as means of critical resistance to their remedial designations. Ultimately, though, she concludes that it is not the student’s responsibility alone to resist relegation but also educators as well, who need to address and seek to resolve the conditions that produce “basic writers” even before their arrival at the university, and this, according to the author, will produce an awareness and restructuring of white privilege in determining academic success. Campbell, Kermit E. “ ‘Real Niggaz’s Don’t Die’: African American Students...
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...CJ 1130 Criminal Evidence Project Directions: Answer the following scenarios utilizing the Ohio Rules of Evidence or the Federal Rules of Evidence. Respond to each scenario using the formula detailed in class: 1) respond to the question 2) state the pertinent rule or concept, and 3) correctly apply the rule to the case. Papers must be word processed. No handwritten work will be accepted. Projects are due at the beginning of class on the day of your class meeting during the week beginning October 6, 2014. Due to the nature of the assignment, NO LATE PAPERS WILL BE ACCEPTED!!! Feel free to turn the project in early. 1. To impeach Walt Dipsey’s primary witness, the Evil Stepmother, Snow White plans to introduce testimony of seven diminutive witnesses in the neighborhood who will testify that the Evil Stepmother has a reputation for untruthfulness. On what basis can Dipsey exclude some of the witnesses? 2. Charles Foster Kane is arrested for possession of cocaine, which the prosecution asserts was contained in a “snowy” paperweight on Kane’s desk. The prosecutor offers as evidence a lab report stating, “The “snow” in the subject paperweight is 95% pure cocaine hydrochloride.” Is the report hearsay? Why or why not? 3. Peter Pan gives John, Wendy and Michael fairy dust to fly. He is arrested on narcotics charges. Wendy is called as a witness at trial. She can’t remember exactly what happened, but, when she is shown some notes she made at the...
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...American Government Professor Bowden 11/3/2015 SCOTUS Assignment 2 Segregation was once an immense issue in the United States. African Americans were free from slavery only to suffer from different ways of oppression bestowed upon them by white supremacy. In 1865 the Emancipation Proclamation was signed by President Abraham Lincoln freeing African Americans from being considered as property, with the expectancy of receiving the same rights as whites. The White American society during the early and mid-1900’s were not embracive of American Americans being equal to whites, there for the Jim Crow Laws were developed and implemented. The Jim Crow laws created a separation in society, meaning whites and blacks were to go to different schools, whites sit in the front of the bus while blacks sit in the back, certain restaurants would not allow blacks to dine inn instead they were to pick up their food from the back of the kitchen. These were different ways whites could still maintain a certain level of control and power over blacks, which is why cases such as Plessy v. Ferguson and Brown v. Board of Education were so pivotal in the development of the society we live in today. In 1892 on a East Louisiana railroad, a shoemaker by the name of Homer Plessy sat in a whites only railroad car. During this time the United States firmly allowed the enforcement of the Jim Crow laws, so there for Plessy sitting in the whites only cart was breaking the law and was arrested. In the...
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...Sunita Kalpee Week 2 Written Assignment The Case that I chose was one about Mortgage Fraud in Hawaii. The lenders foreclosed 12, 340 properties in Hawaii last year. Even the FBI has charged several people with this fraud. The control issues that were compromised were the proper estimation of real estate that was pledged for the mortgages. If the values of the properties had been assessed properly and their future values not considered this fraud would not have taken place. The borrowers do not fit the average fraud perpetrator. These borrowers misrepresented the facts related to loans. In a large number of cases these were real estate industry persons that made false or misleading statements. The characteristics that make him difficult to detect are that these workers arrive on time at work and leave after office hours, they are perceived as diligent workers and so even the FBI does not suspect them. Further, most of the fraud perpetrators in the real estate business are a part of the management and are perceived to be very honest. This is why they are not suspected of fraud. The real estate workers had the opportunity to commit fraud. They fill up applications for mortgage loans and so have the opportunity to make false statements on loan applications. In addition, the real estate workers had the opportunity to hide the facts. They hid the factual value of the assets. Even if an asset did not exist they claimed that the asset existed. Finally they had the opportunity...
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