Oppression and power within diversity and inclusion Essay

Oppression and power within diversity and inclusion - Essay Example The concept of oppression and power within educational systems and from social stigmas create different expectations within society. Specifically, there is a sense of oppression and power that is based on creating and defining boundaries and expectations among specific identities. While the forms of oppression come with associations from race, class and gender, there are also more subtle forms of oppression which I have noted among the classroom and those that are categorized according to various formats. For the terms and conditions of oppression and power to change, a different concept of power needs to be formed. This is based on changing characteristics of leadership while redefining both personal and institutional powers that lead to forms of oppression while creating a sense of diversity and inclusion. The concept of oppression and power is one which is formed with a sense of lacking equality among groups. Specifically, there is social stratification that takes place among grou ps and which creates an imbalance among groups that hold a specific identity. The problem which arises is one that is based on social and institutional powers that combine to change the lack of justice and equality among groups while defining and creating boundaries that are accepted among groups at higher levels. As this moves into the individual mannerisms, it begins to create social stigmas and formats of how one should behave and approach others. The dividing lines then begin with the powers of those who define the institutional and social powers that are unequal and lead to individual behaviors that continue with this particular problem (Sensoy & DiAngelo, 2012). While the power of oppression has led to institutional and social alterations, there is also an understanding that the group and individual powers have altered with the understanding that this needs to change. The result has been a backlash in the format of oppression and power. This has led to a sense of deculturaliza tion within institutions. Not recognizing differences or identities has become one of the growing trends, specifically with promises for equality and justice that have become more important. This particular concept is based on changing the levels of education and development within society while creating even more value to the educational expectations among those that are receiving an education (Spring, 2006). The backlash that has been taken with oppression and power is one which I have found to not create consistent efforts for change. The first problem is that many within social orders still recognize the identity differences. At the same time, many teachers and administrators continue to exercise a sense of oppression by labeling others in a different way, such as through learning systems. The concept of inclusion by trying to not notice the culture within a classroom is creating even more difficulties with developing a sense of inclusion from other formats. While the concept of deculturalizaation works at an institutional level to form policies while creating gaps within the system at a social level, others are formatting different responses which are expected to alter the educational system and the sense of oppression or inclusion. The recognition and trend has moved from not recognizing culture and focusing on equality into one which is based on the multicultural classroom. The initiative which this is creating is one which is based on understanding the different levels of diversity while noticing that there are differences between each student based on various cultures and formats. This particular application is one which demands equality but at the same time recognizes a sense of diversity is required for those that are within the classroom. This is continuous with trying to define the identity and behaviors while welcoming the diversity that is within the school system and which is a part of the main format for those that are working at an institutio nal level (Pang & Shimogori, 2011). It is the format of believing in multicultural