Social Representation
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The Unnatural History of American Indian Education: Key Points
Native Americans were savages and needed to be civilized. This means that instruction should be provided in all aspects of a lifestyle of European American (Lomawaima, 1999). This civilized life constituted the learning of new languages such as English and Spanish, adopting to customs that were domestic such as hairstyle, family structure and dress code. Besides, it included the learning of economic technologies, such as architecture and agricultural methods (Lomawaima, 1999).
For civilization to occur, Christianization is also paramount. In this, Native Americans had to be converted to denominations such as Catholics, Moravians, Baptists, Mormons and Quakers (Lomawaima, 1999).
Native Americans have to be subordinated to the nation-state both politically and legally. Even if they have to relocate to achieve the subordination (Lomawaima, 1999). For instance, in the seventeenth century, Native people were resettled in England, children of Native Americans were also resettled to missions, residential, manual labour and boarding schools. In the 1960s, all these settlements were being controlled by political leaders, together with the laws of colonizing nations (Lomawaima, 1999).
Special pedagogical ways such as authoritarian discipline, strict gender segregation and manual labour emphasis were used to overcome moral, mental and physical characteristics deficits (Lomawaima, 1999).
Storytelling for Oppositionists and Others: Key points
Stories humanize us. They help us to know we have been overlooking others (Delgado, 1989).
Stories give voice to people who have learnt not to display their emotions. Hearing of stories challenges people’s assumptions. Stories make the listener suspend their own judgment, focus on the story and test the story with their own reality version (Delgado, 1989).
Traditional legal works of writing usually purport itself as neutral and analytical, but it is not. Legal writers do not focus on their mindsets (Delgado, 1989).
Crippin’ Jim Crow: Disability, Dis-Location, and the School-to-Prison pipeline: Key Points
Discipline and punish has led to the relationship between prison birth and school’s social organization in the 18th century (Erevellas, 2014).
Education social outcasts included both disabled students and student of colour who was at risk of low-performance low English proficiency and early pregnancies since they came from low-income families (Erevellas, 2014). Students assigned the social outcasts label to move from these segregated schools to other schools and end up dropping out of school. Thereafter, they find themselves in prison (Erevellas, 2014).
Poverty and structural racism lead to emotional challenges, and extreme cases, it may cause mental illness (Erevellas, 2014).
The Articles Share the Theme of Social Representation
In Unnatural History of American Indian Education, Native Americans are viewed as savages and are thus subjected to civilization. They are also converted to Christianity to be civilized. Resettlement is also imposed on the Native Americans who then end up being subordinates (Lomawaima, 1999). It is emphasized that people should not rely on the old norms of making Native Americans subordinates.
Storytelling or Oppositionists also emphasizes on the use of stories to represent the voice of the people who have been oppressed and cannot share their ideas (Delgado, 1989). This will help the story listeners to realize that they have been overlooking others and thus accept the oppressed in society.
In Disability, Dis-Location and the School-to-prison Pipeline, students with skin colour and those with disabilities have been segregated in schools’ organizations (Erevellas, 2014). These students end up in prison and thus need to be accepted in society or them to live a good life.
Discussion
In the unnatural history of education or Native Americans, white supremacy is demonstrated by how the colonial countries view them as savages that need civilization (Lomawaima, 1999). They also convert them to Christianity and resettle them to rule over them (Lomawaima, 1999). The social structure is categorically arranged with the colonialists as heads and Native Americans as subordinates. Social identity is also displayed where the Native Americans were viewed as subordinates to the colonialists. This claims are seen as true by our society today and are practised.
Storytelling or Oppositionists also demonstrates white supremacy where the whites follow certain ideas that have been regarded as true to them without knowing that they are oppressing others (Delgado, 1989). The social structure constitutes of the whites as the heads while the browns and black being oppressed due to their colour. The social identities of the brown and blacks constitute them as weak and the whites as the heads.
Disability, Dis-Location and the School-to-prison Pipeline also demonstrates white supremacy where blacks are segregated in the school organization and end up being in prison (Erevellas, 2014). The blacks and the disabled are viewed as social outcasts, and the whites are included in the school body (Erevellas, 2014). This labelling is based on their own truth claims.
Conclusion
To sum it up, the three articles display the theme of social representation. Or instance, Native Americans need to be accepted socially, just like the other members. People should not dwell on past ideologies. The articles also display white supremacy where the white is seen as more superior to the blacks; for instance, the black students were not included in the school organization. The social identity of the blacks is seen as being subordinates of the whites.
References
Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87(8), 2411-2441.
Erevelles, N. (2014). Crippin’Jim Crow: Disability, dis-location, and the school-to-prison pipeline. In Disability incarcerated (pp. 81-99). Palgrave Macmillan, New York.
Lomawaima, K. T. (1999). The Unnatural History of American Indian Education.