Diverse Racial Experience Essay Example for Free

Diverse Racial Experience Essay The chapter by Ruth Frankenberg entitled, Introduction: Points of Origin, Points of Departure, argues that the way one is perceived in society drastically changes their experience and advantage over others. Therefore, white women are often distinguished by their whiteness which gives them a more diverse racial experience (Frankenberg, 1993, pp. 1). With being white comes various additional components that set it apart from the other raced women of the world. Moreover, being a white woman automatically links them to a more favourable position of superiority in the way that they are often identified. This means that they get certain benefits by being white, as colonialism positioned them to have a large portion of control and authority over others. This provides them with the advantage to define the public and its individual beings the way they believe or want it to be. Moreover, they see their whiteness as a normative position in society that is invisible. Frankenberg`s goal is to make whiteness visible so that a white person can identify that they have an advantage over a person of colour by virtue of their skin. She also takes into consideration the intersectionality of class, culture, ethnicity, gender, and sexuality in a white racialized body (Frankenberg, 1993, pp. 1). Colonization is an important factor to Frankenberg because of how it uncovers the concept of whiteness and how it subsequently became associated to a position of authority and power. In the article `The Murder of Pamela George`, the author observes that history of colonial violence permitted white men to annex land that did not belong to them and treat it as though they were entitled to it (Razack, 2004 ,pp.127). This perception has perpetuated the control and authority of white people throughout history. A critique in the second wave of feminism made white feminists reconsider what and for whom they were advocating. The movement of feminism was envisioned to include all women but it only targeted one specific group of white middle class women. This occurred because the women could only see there suffering from their particular standpoint. This is seen in the article The Problem That Has No Name by Betty Friedan since she assumes that all women are homogeneous and all have the same lived experiences. She does not consider race, class, and sexuality as a factor in feminism (1997). White women mostly consider their whiteness as undetectable and thus not subject to racism (Frankenberg, 1993, pp. 3). These white feminists in the second wave were unintentionally being racist towards other women; this made them unsure about how to precede and resolve this issue (Frankenberg, 1993, pp. 4). Frankenberg educated herself about racism by positioning herself to learn from the standpoint of women of colour. Enakshi Dua stated in her article that, in order to understand how race and gender are interconnected one has to listen to the lived experiences of women of colour (2005, pp. 64). Frankenberg followed this method formulating questions that she wanted to investigate to find out how racism affects a white women`s life and how society propagates racism through societal means. After answering these questions Frankenberg proceeded to figure out how white women can fight against racism. Most white women believe that their race is invisible and do not realize that it gives them a distinct experience in the world. This is because the dominant class structures society and thus normalizes whiteness. White women and women of colour have distinct experiences that are subject to how they experience racism. Whiteness is socially constructed and it does affect a white women`s life. However, white women usually tended to regard racism as something that has no effect on them and that women of colour only have to live through (Frankenberg, 1993, pp. 6). This belief does not put the onus on the white people and it does not identify the perpetrator of the subjection. Racism does not just happen, it is constructed (Tim Wise 2005). Therefore, it impacts the lives of white women which makes race and gender intersectional for all women not just women of colour. There is a denial in the observations that there is one specific dominating male gender. There is also an abundance of only white women`s experiences by this masculine hegemon. After women realized that the world view did not only have to be seen on a male standpoint the world started to shift views (Frankenberg, 1993, pp. 8). Women of colour now want to focus on a standpoint from a radicalized point of view in order to stop racism. Moreover, since white people are the oppressors they cannot see how their situation is reinforcing racism. People of colour are the oppressed and know exactly how they are underprivileged. Subsequently, women of colour were the first to see how gender, race and class forms a persons experience in life (Frankenberg, 1993, pp. 8). White women did not see their race as something that was constructed. They did not see themselves as racialized because they were coming from a position of privilege. This position for a white person was normalized throughout American history. Therefore, in order to deconstruct race white women have to admit it is something that affects them (Frankenberg, 1993, pp. 11). Race is in a fluid motion and changes constantly with society because it is an economic and political construct. Historically, the white dominance was vindicated because of false biological account that white people were superior (Frankenberg, 1993, pp. 13). This biology justified colonization as well as the enslavement of people of colour that soon followed. The justification shifted to culture as the reason that made people inferior and if they integrated with American culture they would achieve success on merit like white people. However, this belief kept blaming people of colour for their position in society.People of colour were first seen as different from white people, then there was an embrace of colour blindness, and finally people realized that they needed to be able to see the differences in society so they can explain them. This last movement’s purpose was to make people aware of race; this was led by the people of colour themselves. They did not want to be invisible because there situation was not improving because people were ignoring the underlying problem. The racialization of people of colour and white people was constructed with colonization. The European culture was embedded into the way the United States constructed its country. This constructed whiteness as belonging and being a person of colour as an outsider (Dua 2005, pp. 60). The dominant western culture –which was white- positioned itself to dominant over the other races. This created the standard citizen that belonged and made people of colour not included in the so called superior western culture. Frankenberg`s argument illuminates how the dominant class rationalized whiteness as not being racialized. Colonization formed the dominant race and reproduced it through society. By normalizing whiteness the white people did not need to consider how it benefited them and subsequently how it negatively affected people of colour. By naming whiteness, Frankenberg will be able to pinpoint how that perception can change so that people can be equal even with there differences. In conclusion, by admitting that white people are racialized will assist anti-racist feminists in their mission to stop the racialization of all people. This would stop white people from believing that they are the only ones that belong in North America and eventually create a system based on meritocracy rather then privilege by virtue of a persons skin.

Advertising, Food and Children :: Expository Exemplification Essays

Advertising, Food and Children "Peanut, peanut butter and jelly." Advertising has an impact on its audience. From songs to logos to characters, food product advertisers must keep in mind their audiences. Competition is the force which causes advertisers to target children. Children are targeted through the use of cute phrases, animated characters, and toys in these competitive advertisements. Many types of food have a phrase associated with them. Commercials use these phrases to implant their product into the audiences memory. Goldfish crackers are an example of one these products. "I love the fishes `cause their so delicious..." This is the theme to a well known commercial which advertises Pepperigde Farm goldfish crackers. Children sing the phrase over and over throughout the entirety of the commercial. By the time the commercial ends the line and product are inevitably stuck in a persons mind. The commercial says "... and my mom says that's okay", which implies to children that their parents will allow them to eat this snack. Another example of a product with an addicting phrase is Oscar Meyer bologna. "My bologna has a first name its O-S-C-A-R..." Instead of this song selling the product itself, its aim is to sell the brand. The Oscar Meyer company has had auditions for the next Oscar Meyer child. Again, their goal is to sell their brand. The company also has another product with a catchy song, Oscar Meyer hot dogs. "I wish I were an Oscar Meyer wiener..." The stress of this phrase is also the brand. Oscar Meyer commercials use children to sing these songs and like the goldfish commercial, the song has been imprinted into a persons memory be the end of the commercial. Both companies goal is to sell their product. By targeting children, whole families are then targeted. Competition between companies with similar products, is the reason phrases are used. If one company can create a phrase that everyone will know and remember, they are one step closer to winning the race. Animated characters are also a medium used to target children. Animation has been the way which companies from Disney to Cartoon Network, capture the attention of children everywhere. Tony the Tiger is the spokesperson for Kellogg's frosted flakes.

As technology advances, humans are becoming redundant. Essay

The development of technology is unstoppable and it shouldn’t be. There are the fans of innovations and people who prefer the traditional way of every factor of life. But in my opinion we should remember that technology is made by us, by people and it is created to make our lives easier, but not to make our lives useless. That’s why I do not agree with the thesis that as technology advances, humans are becoming redundant. In the movie â€Å"Walle† there was presented a vision of a generation so dependent on technology, that their lives were mostly based on eating, sleeping and procrastinating. Every person that I asked about this movie reacted the same. This vision horrified everyone. I think it had such a huge impact on receivers, because it makes us realize that we don’t want to end up like this. We don’t really want to sit and do nothing, despite the fact that sometimes this sounds like the best idea in the world. I like to assume that we all have some goal we want to achieve and our lives are the story of how we are getting there, to the final point. So even if the technology will be improve to the point where our every day responsibilities will be taken over, we will still find something that keeps us busy. This is how life works. Even, when somebody is rich enough to afford everything and don’t need to do absolutely anything, still he finds some passion or job, another goal. Although technology is very helpful, I do think that it is not completely unerring. If the internet would broke, the whole world would stop to function properly. Most of money, documents, contacts, programs, from Facebook to the Governmental data base, or banks accounts we have online. Everything would disappear. We cannot rely only on technology. We have to collaborate with it. Use it for help, but remember about that nothing is unfailing. There is no way to leave technology all by itself. It was created by humans, so it have to be lead and operated by humans.

One Model Of Co Teaching Is Station Teaching - 992 Words

One model of co-teaching is station teaching. This is done when both teachers have shared responsibility for a lesson and are giving the less at the same time typically in the same classroom. Students are asked to move around the room in groups to each station after a set period of time so that they may receive all of the lessons presented at each station. One major advantage of this particular co-teaching method is that it involves both teachers so that responsibility for lesson planning and delivery is shared between the two giving both teachers ownership of the lesson. This can ensure that one teacher does not feel as if they are â€Å"in charge† while the other is seen as not as important or, in most cases, just the special education teacher. Another advantage is that it allows for students to hear multiple lessons in one day rather than just one whole class lesson so more content is being delivered to the students. This model could also help with discipline because students are sitting with teachers at two of the stations if not more depending on the number of teachers in the room. However, station teaching also has pitfalls. One key disadvantage is that students will have to transition repeatedly which may cause issues or may become loud. This would have to be carefully rehearsed and students would have to become fami liarized with this model of co-teaching. Also, pacing may be difficult because different teachers have different styles. The stations would need toShow MoreRelatedBenefits Of Co Teaching For Students With Special Education1189 Words   |  5 PagesIntegrated Co-teaching is two or more teachers delivering instruction at the same time in the same physical space to a heterogeneous group of students (Friend and Cook, 2004). A student with special needs has the right to a free and appropriate public education. This is mandated under the Individuals with Disabilities Act (IDEA 2004). 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