Relevant bibliographies by topics / Systemic oppression

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Academic literature on the topic 'Systemic oppression'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Systemic oppression"

Muller, Meir, and Gloria S. Boutte. "A framework for helping teachers interrupt oppression in their classrooms." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 94–105. http://dx.doi.org/10.1108/jme-09-2017-0052.

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Purpose Providing insights into the need to go beyond superficial equity efforts in classrooms, the authors present a standardized test analogy to make the concept of oppression accessible and relevant for educators. Three levels of oppression (individual, institutional and cultural/societal) are described along with a brief overview of Paulo Freire’s four dimensions of oppression. Drawing parallels from a children’s book, Testing Miss Malarkey (Finchler, 2014), strategies for recognizing and interrupting oppression are offered. The authors recommend resources that teachers can use to help children and themselves take reflective actions (praxis) to interrupt systemic types of oppressions in their classrooms and personal spaces. Design/methodology/approach This paper is grounded in the belief that to teach in socially just and equitable ways, educators benefit from a fundamental understanding of how systems of oppression work in classrooms and in society. The paper provides both a theoretical and practical approach to help guide educators’ efforts in such a way as to address systemic issues of racism, classism, sexism, heterosexism and other “isms” (systems of oppression). Findings This paper does not present findings such as those found in an empirical study. However, it does provide an overview of Freire’s levels of oppression along with instructional guidelines to assist teachers in helping provide children with tools to understand oppression and to take reflective actions (praxis) to make a dent in systemic types of oppressions in their classrooms and worldwide. Research limitations/implications There are many other decolonizing frameworks that are available. This translational study focuses on one of them (Freire’) and what it means for teachers. Practical implications Believing that the school years are foundational for providing children with the tools that they need to be able to identify and address the ongoing acts of oppression, this paper seeks to make the topic accessible to educators with the hope that they can make a lasting and positive difference in children’s lives (and in society in general). Recommended resources are provided. Social implications To interrupt and counter oppression, educators must be informed. The benefits of doing so readily extend to society in general; so, it is important for both educators and students to understand oppression and have tools for disrupting it. Originality/value This paper takes the original approach of using standardized tests as analogy to make the concept of oppression accessible and relevant for educators. The authors use this example because they recognize that many teachers can identify with feeling disempowered by the standardized testing mandates and frenzy. They believe that educators will be able to extrapolate the process by which the loss of their power occurs with standardized testing to understand how institutional oppression works. Neither author has seen an article that uses an analogy from the professional lives of teachers to illustrate oppression.

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McCrea, Niamh. "Systemic Racism: A Theory of Oppression." Community Development Journal 42, no. 1 (December 13, 2006): 134–36. http://dx.doi.org/10.1093/cdj/bsl047.

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Scholz, Sally J. "The Public/Private Dichotomy in Systemic Oppression." Journal for Peace and Justice Studies 6, no. 1 (1995): 1–14. http://dx.doi.org/10.5840/peacejustice19956111.

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Kepler, Christopher. "Entangled Crossroads: Inter-Relationality, Masculinity, and Sex-Trafficked Boys." Feminist Theology 29, no. 2 (January 2021): 187–203. http://dx.doi.org/10.1177/0966735020965171.

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In this article, I highlight systemic oppression related to identity construction and ontological performativity. I introduce the concept of inter-relationality as a discursive tool that builds upon intersectionality, feminist theology, and quantum entanglement theory. For a case study, I recount my experience observing sex-trafficked boys in Thailand in order to demonstrate the analytical model I present. My chief analytical guiding principle in the treatment of the case study is the way masculinity operates to re-enforce oppression. I propose queering masculinity using an inter-relational perspective for the purpose of de-constructing oppressive systems and replacing them with liberative ones.

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Ludwig, Dylan. "Social-Eyes: Rich Perceptual Contents and Systemic Oppression." Review of Philosophy and Psychology 11, no. 4 (May 25, 2020): 939–54. http://dx.doi.org/10.1007/s13164-020-00488-4.

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Danley, Stephen. "Pragmatic Urban Protest: How Oppression Leads to Parochial Resistance." Sociological Research Online 23, no. 2 (February 26, 2018): 518–27. http://dx.doi.org/10.1177/1360780418757538.

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Protests struggle to gain traction in societies that are either too open (undermining the need for protest) or too closed (suppressing the possibility of protest). In the United States, there has been a sharp counter-movement responding to the election of President Donald Trump and conservative shift in ideology toward nativism. Given this shift and movement, an inquiry into the possibility of protest is both timely and critical. This ethnographic study of Camden, New Jersey, examines the ways local activists respond to oppression, finding that they use Alinsky-style community organizing that focuses on discrete, local actions and avoid direct confrontation with oppressive forces. These strategies differ from activists in adjacent communities joining in wide-scale, partisan resistance to nativism and President Donald Trump. The Camden strategy appears to be a learned response to failures in opposing wide-scale oppression and fear of loss of access and opportunity. In the face of such continued oppression, Camden activists target pragmatic urban issues to protest in the hopes of gaining small victories. Such a finding indicates that oppression may reify by making systemic changes seem unlikely or even impossible, causing activists in oppressed communities to make the strategic decision to avoid challenging oppression directly by focusing on pragmatic protest.

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Skinner-Dorkenoo, Allison L., Apoorva Sarmal, Chloe J. André, and Kasheena G. Rogbeer. "How Microaggressions Reinforce and Perpetuate Systemic Racism in the United States." Perspectives on Psychological Science 16, no. 5 (September 2021): 903–25. http://dx.doi.org/10.1177/17456916211002543.

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The consequences of racial microaggressions are most often discussed at an interpersonal level. In this article, we contend that microaggressions play an important role in maintaining systems of racial oppression beyond the interpersonal context. Specifically, we illustrate how microaggressions establish White superiority in the United States by othering people of color (e.g., treating people of color as if they are not true citizens) and communicating that they are inferior (e.g., environmental exclusions and attacks, treating people of color as second-class citizens). We also present evidence that microaggressions play a role in protecting and reinforcing systemic racism. By obscuring systemic racism (e.g., false color blindness, denial of individual racism) and promoting ideas that maintain existing systemic inequalities (e.g., the myth of meritocracy, reverse-racism hostility), microaggressions provide cover and support for established systems of oppression. Overall, we find considerable evidence—from both empirical studies and real-world examples—that microaggressions contribute to the maintenance of systems of racial oppression in the United States. We conclude with a discussion of how we might begin to challenge this cycle by increasing awareness of systemic racism and the microaggressions that aid in its perpetuation.

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Salahou, Abiba, Dalia Rahmon, and Michelle Fedorowicz. "Medical Students Confront Racism and Systemic Oppression Amidst a Global Pandemic." Academic Medicine 96, no. 5 (February 2, 2021): e18-e18. http://dx.doi.org/10.1097/acm.0000000000003966.

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Shi, Chi-Chi. "Defining My Own Oppression: Neoliberalism and the Demands of Victimhood." Historical Materialism 26, no. 2 (July 30, 2018): 271–95. http://dx.doi.org/10.1163/1569206x-00001638.

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AbstractIn this article I explore a central paradox of contemporary identity politics: why do we look for recognition from the very institutions we reject as oppressive? I argue that neoliberalism’s continued assault on the bases for collectivity has led to a suspicion that ‘the collective’ is an essentialising concept. The assault on the collective coupled with the neoliberal imperative to create an ‘authentic’ self has led to trauma and victimhood becoming the only bases on which people can unite. This manifests discursively and theoretically in the primary trope of contemporary activism: ‘intersectionality’. Mobilising around this analytical concept has led to an analysis of oppression that, even as it claims to be systemic, is totally dematerialised and relentlessly individualised. Instead of building collective power, we are left with a politics of individual demand coming from a coalition of dispersed subject positions.

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Kalir, Barak. "Departheid." Conflict and Society 5, no. 1 (June 1, 2019): 19–40. http://dx.doi.org/10.3167/arcs.2019.050102.

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This article proposes the term Departheid to capture the systemic oppression and spatial management of illegalized migrants in Western liberal states. As a concept, Departheid aims to move beyond the instrumentality of illegalizing migration in order to comprehend the tenacity with which oppressive measures are implemented even in the face of accumulating evidence for their futility in managing migration flows and the harm they cause to millions of people. The article highlights continuities between present oppressive migration regimes and past colonial configurations for controlling the mobility of what Hannah Arendt has called “subject races.” By drawing on similarities with Apartheid as a governing ideology based on racialization, segregation, and deportation, I argue that Departheid, too, is animated by a sense of moral superiority that is rooted in a fantasy of White supremacy.

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Dissertations / Theses on the topic "Systemic oppression"

Owen, Christopher. "Systemic oppression in children's portal-quest fantasy literature." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52890.

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This thesis investigates the representation of systemic oppression in Baum’s The Wonderful Wizard of Oz and Rowling’s Harry Potter and the Philosopher’s Stone. Employing Foucauldian poststructuralism and critical discourse analysis, this research identifies how the social systems of the fantasy texts construct hierarchies based on race and gender, and social norms based on sexuality and disability. Privilege and oppression are identified as the results of the relaying of power relations by social institutions through strategies such as dominant discourses. This study questions the historically understood role of children’s and fantasy literature as socialization tools, and the potential negative consequences of this.
Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate

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Wilson, Jessica Alyce. ""Ain't I a woman?": Black Women Negotiate and Resist Systemic Oppression in Undergraduate Engineering and Mathematics Disciplines." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7248.

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In this inquiry I used Black Feminist Thought as the interpretive lens to investigate the characterizations and experiences of high achieving Black women undergraduate engineering and mathematics majors at a predominantly white institution. The qualitative inquiry considered intersecting oppressions to evaluate the experiences of this population. In particular, Black women operate in the intersection of race and gender, thus for a thorough analysis of their engineering and mathematics experiences to occur, the historical context of the United States and its oppressive structures must be considered. Stereotypes and systemic oppression follow this socially constructed identity as the participants enter the fields of engineering and mathematics as Black women. In order to develop relevant suggestions to increase the participation of this population in the field, I assert that the social construction of this intersectional identity must be considered. I evaluated the participants' experiences to determine its influence on their academic persistence and overall well-being. I implemented sista circle methodology, an ethnographic method that embodies a gender specific research methodology. Sista circle methodology expands beyond traditional methodology to draw on social relations, the wisdom of Black women in U.S. context, and functions as a medium for mentorship as a Black feminist practice. The data I collected as part of this study included a demographic survey, pre-interview, two sista circles, vision board collage, post-sista circle electronic reflection, "sista circle" alternative interview, and member checking. There were five participants in this study, and three of these participants engaged in the sista circle unity getaway and the remaining two participants completed the sista circle alternative interview. I analyzed the responses of all five participants in the interviews and sista circles to identify themes that emerged in this study. Eight themes emerged from the data: The first finding presented normalized policies and practices that reproduced an unwelcoming academic climate and specifically, 1) access to caring professors and the 2) competitive isolating environment. The academic climate forced the participants to negotiate self-doubt as they question if their program is the appropriate means to pursue their future career endeavors, in the second finding the participants experienced 3) variations in program expectations and reality, 4) a shift in academic self-concept, and 5) negotiated alternatives to persistence. In the third finding the participants responded to the conditions in the academic climate through forms of resistance, which include the construction of a 6) professional persona, 7) sense of community and peer bonds, and identifying 8) academic opportunities as motivational tools.

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Martin, Abigail Mariko. "Construction of a Developmental Social Privilege Integration Scale." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1631779060698832.

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AlMofawez, Meshail. "Oppression of Women in the Islamic World and Gender Inequality in Saudi Arabia." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/347.

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The Kingdom of Saudi Arabia (KSA) is considered an advanced, developed, and industrialized nation. It is the only Arab nation that is a member of the G20, a group from the world's top 20 industrialized nations. Despite economic advancement, social progress has been stagnant. Saudi women do not enjoy equal rights to men, and gender-based discrimination and mistreatment is integrated into KSA's social, political and economic systems. KSA is the only country in the world which bans women from driving. Additionally, KSA's laws reinforce subservient status of women, such as the "male guardian" legal requirement, which deprives women of autonomy in personal decisions, including the freedom to travel without the company of a man. On the other hand, Saudi women have high literacy rates and education levels by international comparison - more than 57% of Saudi women possess a college degree. In stark contrast, female labor participation rates are among the lowest of any developed nation. There is a glimmer of hope that society is making progress. In 2011, King Abdullah granted women the right to vote and take part in local politics as of the year 2015. This project aims to build momentum and capitalize on KSA's recent societal progress by proposing a comprehensive solution using a system's approach to address gender inequity and women's rights issues in the KSA labor market. Systems Engineering (SE) guides this project's stages and activities. This starts with exploratory research, then defines the problem, identifies key stakeholders and documents requirements. This information will provide the basis for the system concept solution's requirements and architecture. The result of this project is a proposed system solution - a comprehensive program implemented and operated by the KSA government, which has undergone verification and validation to ensure that this system is both "built right" and that "the right system was built."

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Mays, Nicholas S. "`WHAT WE GOT TO SAY:’ RAP AND HIP HOP’S SOCIAL MOVEMENT AGAINST THE CARCERAL STATE & CRIME POLITICS IN THE AGE OF RONALD REAGAN’S WAR ON DRUGS." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1627656723125548.

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Onder, Merve Emine. "Spatiality Of Gender Oppression: The Case Of Siteler, Ankara." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613651/index.pdf.

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This thesis problematizes to relationship between gender based poverty and exclusion and urban space. Five forms of oppression, namely exploitation, powerlessness, cultural imperialism, violence, marginalization, faced by women in highly patriarchal urban setting are examined to identify the spatial dynamics of each forms of oppression. A field research was carried out in one of the poor neighborhood of Ankara
nearby Siteler where male dominated furniture production is carried out. Through the in-depth interviews, women&rsquo
s perception and experience of spatializedoppression is documented and used to develop the arguments put forward in the theoretical section.

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Yoon, InJeong, and InJeong Yoon. "Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625591.

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In this study I attempt to shed light on the experiences of the teacher researcher and university students who explored social justice issues in an art education course. The primary purpose of this study is to provide insights in teaching practice and students' learning processes when the course is designed to examine systems of oppression through class discussions and art-based assignments. The study delves into what challenges and rewards the teacher and students experience in an art class focusing on social injustice. I conducted this study in a semester-long art education course, where I taught as an instructor, with twelve university student participants. The questions that guided by study were: 1) How do I understand my experience of teaching social justice issues through art in an undergraduate art education course and what do I continue to learn from it?; 2) In what ways do undergraduate students navigate and learn about social justice issues through class discussions, writing and art-based assignments? I utilized two methodologies, autoethnography and case study, in order to provide in-depth descriptions of the participants' and my perspectives. The theoretical frame I used was critical race feminism, which highlights the intersectional experiences of females of color. For the autoethnographic study, I collected data from the artifacts I created during the study period including researcher’s journals, visual journals, and audio narratives. I also collected data from the participants, such as pre-course questionnaires, reading responses, reflection notes, personal narratives, peer interview responses, audio narratives, and final art projects. The findings of the study reflect different challenges and rewards that the student participants and I experienced in the university course on social justice art. Themes included student resistance, the teacher's self-doubt, the students' vague understanding of social justice, a difficulty to understand the concept of privilege, and the lack of hands-on activities. The participants also addressed significant learning moments including, learning about colorblindness, personal reflections about their own social identities in relation to systems of oppression, and various art-based assignments they created during the course. Both the participants and I found strong connections between the teacher and students, a sense of learning community, and student empowerment as the rewarding experiences. These findings suggest the need for teachers to reconsider the meaning of a safe space, student resistance, and the role of emotions when they teach social justice issues. Furthermore, the findings suggest that female teachers of color need to positively acknowledge our racial, sexual, cultural, and linguistic identities and envision our roles as border-crossers and agents of change.

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Tillis, LaRae. "The Impact of African-Centered Psychotherapy on Depressive Symptoms and Africentric Worldview in African Americans." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2946.

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Depression is a prominent issue in the African American community. However, there are significant gaps in the literature on the delivery and outcomes of culturally relevant mental health psychotherapy to African Americans. Cultural variables, such as worldview, have been noted to impact an individual's overall psychosocial functioning and have significant implications for mental health service delivery. The purpose of this study was to use archival data to analyze the impact of African-centered therapeutic services on depressive symptoms and on Africentric worldview among African Americans. Archival data on 38 African American adults, recorded from 2012-2015, were obtained from a community mental health agency in the Midwest. Each of the adults received therapy via an African-centered treatment modality. The study was grounded in the cognitive theory of depression and optimal theory. The dependent treatment outcome variables were (a) depressive symptomology, as measured with the depression subscale of the Symptom Checklist-90-Revised and (b) Africentric worldview as measured by the Belief Systems Analysis Scale. The dependent variables were measured twice: once in the beginning and once at the end of a year's treatment. A dependent, paired t tests indicated a significant reduction in depressive symptoms but no significant increase in adherence to Africentric worldview. This study has implications for positive social change by: providing increased insight on the need for culturally relevant services to African Americans, which can subsequently lead to culturally relevant social change in the delivery of mental health services to diverse populations.

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Garcia, Rebeca Alves de Souza. "A inclusão da pessoa com deficiência no mercado de trabalho: medidas de discriminação positiva, seus mitos e suas possibilidades." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/1061.

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Made available in DSpace on 2016-03-15T19:33:56Z (GMT). No. of bitstreams: 1 Rebeca Alves de Souza Garcia.pdf: 1546115 bytes, checksum: e6ef8301350a073401e7a57d97d12e62 (MD5) Previous issue date: 2013-08-17
The master's degree dissertation demonstrates disabled person path in search of the rights recognition. It analyzes the law evolution and the international standard. It concerns in analyzing the affirmative actions, especially the legal quote system enlarging the Law nº 8.213/91, beyond to find the relevance of the others instruments for the disabled person in the market work, as an example, the habilitation and the rehabilitation, the apprentice contract, the traineeship. The legal quote system is justified. Finally, to guarantee the efficiency of the disabled person inclusion in the market work measures, it proposes the simultaneous adoption of other public polices that, truly, makes the disabled person social participation able, among them, there are the inclusive education, accessibility measures and polices in tax incentives.
A dissertação de mestrado demonstra a trajetória das pessoas com deficiência na busca do reconhecimento pelos seus direitos. Analisa a evolução do ordenamento jurídico interno juntamente com os diplomas normativos internacionais. Define deficiência, aponta as concepções históricas da deficiência, analisa as causas da exclusão do grupo como forma de opressão, refletida pela discriminação. Preocupa-se em analisar a aplicabilidade das medidas de discriminação positiva, especialmente o sistema de reserva legal de cotas, previsto na Lei nº 8.213/91, além de constatar a relevância de outros instrumentos destinados à inclusão da pessoa com deficiência no mercado de trabalho, como por exemplo, a habilitação e reabilitação, a aprendizagem, o contrato de estágio. Justifica a legitimidade do sistema de reserva legal de cotas. Por fim, para garantir a eficiência das medidas destinadas à inclusão social das pessoas com deficiência no mercado de trabalho, propõe-se a adoção concomitante de outras políticas públicas que, na verdade, viabilizam a participação social das pessoas com deficiência, dentre elas, tem-se a educação inclusiva, medidas de acessibilidade e políticas de incentivos fiscais.

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Cook, Hether Renee Cook. "Color-blind racial ideology and antiracist action." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1473530397843381.

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Books on the topic "Systemic oppression"

Systemic Racism. London: Taylor and Francis, 2006.

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Systemic racism: A theory of oppression. New York: Routledge, 2005.

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Feagin, Joe R. Systemic racism: A theory of oppression. New York, NY: Routledge, 2006.

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Edgar, Colon, and Hamilton Julia, eds. Diversity, oppression, and social functioning: Person-in-environment assessment and intervention. 2nd ed. Boston: Pearson/Allyn and Bacon, 2007.

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Edgar, Colon, and Hamilton Julia, eds. Diversity, oppression, and social functioning: Person-in-environment assessment and intervention. 3rd ed. Boston: Pearson/Allyn and Bacon, 2011.

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Rassool, Yousuf. The Valley Awakes. Capet Town, South Africa: Rassool, 2003.

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The anthropology of anger: Civil society and democracy in Africa. Boulder, Colo: Lynne Rienner Publishers, 1996.

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Monga, Célestin. The anthropology of anger: Civil society and democracy in Africa. Boulder, Colo: Lynne Rienner Pubs., 1998.

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Jackson-Dean, Dr LaShonda M., GraphixMotion, and Casey Case Photography. Seed to Seeds: Systemic Oppression and PTSD. Jackson-Dean Investments, 2017.

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Sanders, Bernie, and Shaun King. Make Change: How to Fight Injustice, Dismantle Systemic Oppression, and Own Our Future. Houghton Mifflin Harcourt Publishing Company, 2020.

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Book chapters on the topic "Systemic oppression"

Joseph, Jithin, C. J. Binesh, and P. S. Sarathlal. "Systemic Oppression and Geographical Dispositions." In Encyclopedia of the UN Sustainable Development Goals, 1–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-71066-2_114-1.

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Joseph, Jithin, C. J. Binesh, and P. S. Sarathlal. "Systemic Oppression and Geographical Dispositions." In Encyclopedia of the UN Sustainable Development Goals, 900–913. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-95960-3_114.

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Liedauer, Susanne. "Dimensions and Causes of Systemic Oppression." In Encyclopedia of the UN Sustainable Development Goals, 1–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-71060-0_91-1.

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Liedauer, Susanne. "Dimensions and Causes of Systemic Oppression." In Encyclopedia of the UN Sustainable Development Goals, 101–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-95882-8_91.

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Nadal, Kevin L., Mawia Khogali, Patricia Châu Nguyễn, and Tanya Erazo. "Microaggressions and Implicit Biases: Rooted in Structural Racism and Systemic Oppression." In Handbook of Interpersonal Violence Across the Lifespan, 1–23. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-62122-7_101-1.

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Constantinides, Damon M., Shannon L. Sennott, and Davis Chandler. "Maintain Transparency and Name Systemic and Individual Oppressions." In Sex Therapy with Erotically Marginalized Clients, 13–39. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315616780-2.

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"Slavery, Torture, Systemic Oppression, and Kingdom Rhetoric:." In Insights from African American Interpretation, 77–98. 1517 Media, 2017. http://dx.doi.org/10.2307/j.ctt1kgqtsd.7.

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Inman, Laurie D., and Kitty M. Fortner. "Leading for Liberation." In Black and Brown Leadership and the Promotion of Change in an Era of Social Unrest, 26–54. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7235-1.ch002.

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The narratives in this chapter provide the reader with the perspectives of seven Black and Brown leaders who have experienced oppression in the workplace. Their stories highlight the depth of institutionalized oppression that exists in P-12 settings and the effect it has on health, family, and work performance. Nonetheless, these leaders have learned to navigate oppressive environments and engage in transformative practices. The purpose of the research was to gain an understanding of how Black and Brown leaders work through the daily challenges stemming from systemic oppression. Reading the authentic lived experiences of the participants can inspire others to be empowered and find hope.

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Vergara, Camila. "Machiavelli on the Plebeian Power to Create and Punish." In Systemic Corruption, 125–43. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691207537.003.0005.

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This chapter begins by presenting Niccolò Machiavelli's constitutional thought as the foundation of a type of constitutionalism that is material in its analysis of law and procedures, and anti-oligarchic in its institutional design. It recognizes the influence that socioeconomic inequalities exert over political power, in which Machiavelli embraces conflict as the effective cause of free government and strives to empower and channel emancipatory, plebeian energies through the constitutional order. It also focuses on Machiavelli's most important contribution to materialist constitutionalism: the plebeian nature of constituent power. The chapter contends that the constituent power in Machiavelli serves not as a bridge between basic principles and politics, but rather as the power exerted to resist oppression and establish plebeian and anti-oligarchic institutions. It looks at the democratic theory on the constituent power that has been conceived as the autopoietic power of the community.

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Russo, Ann. "Building Communities." In Feminist Accountability, 19–40. NYU Press, 2018. http://dx.doi.org/10.18574/nyu/9780814777169.003.0002.

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This chapter explores how a praxis of accountability can build communities able to hold, address, and transform conflict and manifestations of oppression and violence. It focuses on the importance of building values of accountability into our relationships and communities within the context of movement building for social and structural change. In it, I explore practices that help cultivate our willingness to take accountability for the ways we participate in and/or are implicated within systems of oppression and privilege. They call us to recognize, challenge, and transform the impact of systemic racism and white supremacy on our identities and relationships as well as our ideas and visions for social change. Rather than avoiding how our ideas, words, and actions contribute to harm or are complicit in systemic oppression, this chapter offers practices for taking of accountability for the impact of our words and actions as a way of building caring just communities. These practices can build a community’s capacity to address the harms of interpersonal and intimate violence.

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Conference papers on the topic "Systemic oppression"

Feuston, Jessica L. "Algorithms, Oppression, and Mental Illness on Social Media." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3299072.

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Gonzatto, Rodrigo Freese, and Frederick M. C. van Amstel. "Designing oppressive and libertarian interactions with the conscious body." In IHC 2017: Brazilian Symposium on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3160504.3160542.

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Pereira, Guilherme C., and M. Cecilia C. Baranauskas. "Gender identity and sexual orientation perceived oppressions in digital systems user interfaces." In IHC 2015: XIV Brazilian Symposium on Human Factors in Computer Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/3148456.3148466.

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Mikhalev, E. V., and D. D. Khilov. "INFLUENCE OF VARIOUS TYPES OF ORGANIC WASTE OF AGROINDUSTRIAL COMPLEX ON PRODUCTIVITY OF ROW CROPS IN THE CONDITIONS OF THE NIZHNY NOVGOROD REGION." In STATE AND DEVELOPMENT PROSPECTS OF AGRIBUSINESS Volume 2. DSTU-Print, 2020. http://dx.doi.org/10.23947/interagro.2020.2.494-497.

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The introduction of unprocessed organic waste into the soil leads to the accumulation of nutrition elements for their subsequent assimilation by plants in the land-use system from the organomineral complexes of the soil, which will significantly increase the yield of agricultural crops. However, for 2- 3 years with constant introduction of "raw" manure, soil degradation occurs. So, with the constant introduction of "fresh" litter will be the oppression of cultivated plants by "osmosis" and the subsequent destruction of their root rot due to its high content of raw litter of pathogenic organisms and high level of Pro-infectious potential, which reduces fungistasis soil, leading to lower yields. The cardinal way out of this situation is to add composted manure to the soil. In addition to increasing the content of organic matter in the soil, including humus. Due to this, there is a decrease in osmosis and phytopathogenic load. The biological activity of the soil when composting will be slightly lower than when applying " raw " manure. However, due to this fact, in the following years, when using complex compost, the soil will contain more organic matter compared to the control. In addition," full "composting reduces "osmosis", kills weed seeds and destroys potentially dangerous pathogens of agricultural crops. Based on the above, it can be assumed that the introduction of new organic fertilizers should have a multi-sided effect on the agronomic properties of the soil, which in the end, with the correct use of complex compost, dramatically increases the yield of crops, including cereals.

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Reports on the topic "Systemic oppression"

Peterson, Dahlia, and James Millward. China's System of Oppression in Xinjiang: How It Developed and How to Curb It. Center for Security and Emerging Technology, September 2020. http://dx.doi.org/10.51593/20200017.

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How should the United States understand and respond to China’s technologically driven mass surveillance, internment and indoctrination in Xinjiang? Dahlia Peterson offers a set of policy recommendations in a coauthored report for the Brookings Institution.

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