The idea that unequal treatment and social mistreatment are still constant struggles is addressed in Angelina Price’s essay “Working Class Whites” and bell hooks’ essay “Eating the Other: Desire and Resistance. Both authors explain how racial and social controversy affects today’s society. This is done through Price narrowing her focus on how class structure and media relations affects this issue while hooks’ essay concentrates more on public perception with relation to this issue. Both authors use a significant amount of evidence to support their logic as well as ideas that allow the reader to draw their own personal conclusions. In both essays, the idea of social class fueling thoughts and perceptions of either the “Other” or “poor white class” in today’s society is drawn upon multiple times.
In the excerpt from Elizabeth Gaskell’s Mary Barton, she informatively and descriptively describes the social issues and differences between upper and lower classes by using elements such as point of view, selection of detail, dialogue, and characterization to make a social commentary. She shows the way servants and the lower class are treated and compares them to the higher society and the upper class to show the injustices of society at that time. Gaskell informs rather than reforms; she explicates not industrial conditions but about people living in those conditions. The reader does not know any of the character developments and changes rather than those of George Wilson. Gaskell writes in third person omniscient limited; through this, we learn of George Wilson’s thoughts and feelings.
As it says in Item A, a subculture is a group of pupils who share similar values and attitudes. Some subcultures are pro-school, while some are anti-school. An unstructured interview is when the interviewer has freedom to vary the questions they ask. There are a number of strengths and weaknesses of using unstructured interviews to interview children, and they will be examined below. Unstructured interviews allow the interviewer to build rapport with the pupils, unlike questionnaires where there is no chance to build rapport because the researcher has limited contact with the pupils.
Tre is not a trouble maker but seems to hang out with a group (including Doughboy and Ricky) who are continually getting into trouble. Despite Furious best efforts to keep Tre out of trouble he is learning from his friends what he perceives to be appropriate behavior. Learning theory suggests an individual does this in order to conform and feel part of a group. The learning approach considers crime to be something one learns from a person or group in which they feel a strong connection towards (family, friends, and teachers). Social control theory can also be very closely related to Tre as it focuses on the conformity of individuals within society.
She re-defines it as being misleading. She states that normally we define “privilege” as being a favored state, either earned or with luck, being born privileged. McIntosh explores the interlocking of hierarchies and determines that they are both active parties in oppression, because it is imbedded in both. The dominant race are imbedded in believing that there is equality, and that racism comes in forms of actual intent of harming and being mean to other not included in the dominant category. The non-dominant of the races are led to be “unconfident, uncomfortable, and alienated.” This is what the different social classes are brought up to
Comparisons between the classes usually turn out to be “deficit” accounts of lower-status families. Culture of poverty, underclass Cultural explanations obscure or ignore the social and material realities of class. Rodman: “lower class family traits” are actually solutions to problems faced by lower class people Panel Study of Income Dynamics (PSID): families experience short-term spells of poverty as result of dramatic changes (divorce, sudden unemployment, serious illness) Structural Explanations of Class Examine the ways in which social class shapes the networks of relationships between families, individuals, and institutions. Focus on relationships of power between class groups The key to social
Valuing colleagues expertise is essential because everyone has different experiences so there is always something new you can learn from other people in life. Open communication gains trust, respect and also makes for a better learning environment. Communication also helps, if you start to ‘gossip’ others may not be open to this, but also because some ‘gossip’ get lost in translation. If you respect others then they will then respect you, making the environment you work in a nicer place to be. You won’t go too far wrong in life if you always treat others the way you expect to be
When talking or listening to children, always maintain eye contact, concentrate on what the child is saying and physically lower yourself to the child’s level. Children always imitate adults’ behaviour, by being a good role model: polite, honest, fair and respectful to children, there is more chance that they will act the same towards you and other adults Fairness allows a child to explain their version of events; however it is important to be consistent in situations, for example, if two children break the same rule it would be unfair to punish one and not the other, this would result in lack of respect from the children. With adults, you can communicate using more complex language. It is important for them to feel comfortable with you, since you are working closely with them. You have to be caring, respect them, be polite, give all the support they need, listen to their views, ask questions on a need to know basis and always try to handle disagreements with adults in a way that will maintain a positive relationship.
The main differences between communicating with adults and communicating with children and young people. (With examples of communication difficulties that may exist.) When I think about communication, I instantly remember that I talked with my fellow students about it. We together listed up effective ways of communication without defining to whom. Such as “warm voice”, “positive facial expression” and “one to one eye contact” are essential to communicate.
It is concerned with the soundness, trustworthiness or legitimacy of the claims or inference that are made on the basis of obtained scores. As teacher we must understand that the assessment we are actually assessing are on clear procedures, consistent and unbiased. Also that I interprete children's work and understand their work correctly, fairly and reasonably.During the marking process there were many incidents where validity could be noticed. A good example would be that I didn't have a reasonable range of the English content knowledge which therefore reduce my chance of assessing the recount to the best of my abilities. As teacher we can't asses everything so we must make sure that what we so assess is