EDF 1005 Module 4 Response
EDF 1005 Module 4 Response
Sociocultural Landscapes in Education: Intersectionality, Bias, and Arming
Teachers
How intersectionality, cultural socialization, and unconscious prejudice are incorporated
into educational environments affects how others, especially historically disadvantaged groups, are allowed to express themselves.Intersectionality: In education, intersectionality is valuable since people might belong to multiple social categories. A student may face discrimination based on gender identity, social class, or disability in addition to race (Forber-Pratt et al., 2021). Understanding intersectionality entails seeing it as a complicated way multiple oppressions overlap and create educational challenges for pupils.
Socialization: People, especially children, learn the values, habits, and practices of their tribe or demographic group through cultural socialization. Students will be separated by identity in schools. Students from ethnic groups underrepresented in education may struggle to adapt to a system that disregards their cultural values and lives. Instilling pride in their cultures and recognizing them in the curriculum can make education meaningful for marginalized pupils. Unconscious Bias: One may not realize it, but educators, administrators, and peers;attitudes, beliefs, and behaviors show conscious and unconscious prejudice in education. Teachers may display implicit biases through biased thought processes, unfair treatment, and evaluation of students. Teaching standards, class categorization, and resource distribution may be
biased. Marginalized kids may have poorer results.The influence of these concepts on marginalized groups within educational spaces is
profound:
a) Students of Color: Come up against systematic factors such as profiling based on race, tracking into lower-level classes, and more severe sanctions (Ladson- Billings, 2007)b) Students from Low-Income Families: In most instances, they are deprived of resources, encounter cultural alienation, and the stigma of being born of a poor background.
c) Transgender, Intersex, and Gender-Bending Students: Getting tossed with discrimination, harassment and lack of support for their gender identities also gives birth to more bullying, and the rate of dropout becomes higher.d) Immigrant Students: The language barriers, sociocultural differences and discrimination, which often pose a challenge, delay academic development and social inclusion.
e) Students with Disabilities: Fight physical and mental barriers, no available catering, and stigmatized treatment through bad academic achievement and social isolation.
Teachers should not be armed because it threatens impoverished pupils; safety, well- being, and education. Weapons in teachers; hands will not solve school violence, and they will reinforce educational prejudice. Minority and disabled students are often scrutinized and
punished more than regular students, which may further divide them. Above all, teachers carrying weapons contradict the cultivated, harmonious, and peaceful way of life in America, which presents a broader picture of a society that relies on punitive and militarized responses to social problems and is already entrenched in American schools. In summary, arming teachers fits
with a cultural paradigm of power-wielding, controlling, and prioritizing particular social interests over the security of vulnerable people.
References
Forber-Pratt, A. J., Merrin, G. J., & Espelage, D. L. (2021). Exploring the intersections of disability, race, and gender on student outcomes in high school. Remedial and Special Education, 42(5), 290–303.Ladson-Billings, G. (2007). Pushing Past the Achievement Gap: An Essay on the Language of Deficit. The Journal of Negro Education, 76(3), 316–323. https://www.jstor.org/stable/40034574
