Journal articles: 'Systemic oppression'

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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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Austin, Jeanie, Melissa Charenko, Michelle Dillon, and Jodi Lincoln. "Systemic Oppression and the Contested Ground of Information Access for Incarcerated People." Open Information Science 4, no. 1 (December 6, 2020): 169–85. http://dx.doi.org/10.1515/opis-2020-0013.

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AbstractLibrary and information science (LIS), as a whole, has not prioritized the information access of people inside of jails and prisons as a central tenet of library practice At the moment, there is growing attention given to states’ attempts to curtail book access for people inside of jails and prisons. Groups that provide free books to incarcerated people -- such as the numerous Books to Prisoners programs across the United States -- have been central to the discussions around access to information and resistance to censorship. These groups have drawn particular attention to the ways that Black, Indigenous, and people of color, as well as LGBTQ people, in prison experience ongoing oppression during incarceration because of limited access to materials relevant to their experiences. By identifying the types of information that are banned or limited, the difficulties people who are incarcerated face in seeking to access information, and the impact that access to information has in the lives of people who are incarcerated, this article explains prison censorship as a form of state-sponsored oppression, which is largely being combated by Books to Prisoners rather than LIS. The article ends by explaining LIS’ lack of attention to information access for people who are incarcerated.

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Wyatt, Tasha R., and Naussunguaq Lyberth. "Addressing Systemic Oppression in Greenland's Preschools: The Adaptation of a Coaching Model." Equity & Excellence in Education 44, no. 2 (April 2011): 221–32. http://dx.doi.org/10.1080/10665684.2011.558421.

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Sumerau, J. E., and Eric Anthony Grollman. "Obscuring Oppression: Racism, Cissexism, and the Persistence of Social Inequality." Sociology of Race and Ethnicity 4, no. 3 (February 18, 2018): 322–37. http://dx.doi.org/10.1177/2332649218755179.

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This article outlines a generic process in the reproduction of inequality the authors name obscuring oppression. On the basis of 35 in-depth interviews with college students seeking to make sense of two contemporary social movements, Black Lives Matter and Transgender Bathroom Access, the authors demonstrate three ways people obscure (i.e., avoid, ignore, hide, or explain away claims of) oppression in response to minority protest: trusting the public (i.e., suggesting that an educated public would not allow inequalities to persist), appealing to order (i.e., arguing that if protesters followed the rules, society would be more welcoming to change), and dismissing oppression (i.e., framing movement claims as false or exaggerated). In conclusion, the authors argue that examining processes of obscuring oppression may provide insight into (1) the persistence of inequality in society, (2) linkages between color-blind racism and systemic patterns of sexism and cissexism in society, and (3) potential reactions to other social movements seeking justice for marginalized groups.

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Lipscomb, Allen E., and Wendy Ashley. "Black Male Grief Through the Lens of Racialization and Oppression: Effective Instruction for Graduate Clinical Programs." International Research in Higher Education 3, no. 2 (April 3, 2018): 51. http://dx.doi.org/10.5430/irhe.v3n2p51.

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Although Black males have experienced mental health challenges analogous to other marginalized populations, Black men dealing with loss and trauma have a greater risk of experiencing severe mental health challenges than their White counterparts due to racism, classism, economic inequalities and socio-political injustices in existence since slavery. Although slavery was legally abolished in the United States in 1865, the legacy of slavery continues via systemic oppression, historical trauma and race based economic inequality. Thus, Black males’ lived experience is entrenched with elements of psychological, historical, interpersonal, and intrapsychic anguish. Black men experience grief from multiple avenues, including loss, trauma and the psychological impact of oppression. The authors explored the grief experiences of Racialized Black Men (N = 77) to identify the needs and challenges of this vulnerable population. Utilizing a Critical Race Theory (CRT) lens, recommendations are provided to educate mental health therapists both in graduate programs and as practitioners in the field regarding anti-oppressive clinical practices. Finally, effective clinical intervention practices are explored, with specific strategies for White and non-White therapists when working with this unique and often underserved population in the United States.

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Klukoff, Hannah, Haleh Kanani, Claire Gaglione, and Apryl Alexander. "Toward an Abolitionist Practice of Psychology: Reimagining Psychology’s Relationship With the Criminal Justice System." Journal of Humanistic Psychology 61, no. 4 (May 18, 2021): 451–69. http://dx.doi.org/10.1177/00221678211015755.

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The social justice uprisings that have stemmed from several recent highly publicized murders of Black people by police have shed increasing light on the systems of oppression, inequity, and white supremacy that have been the backbone of the United States’ policing and criminal justice systems since their inception. The American Psychological Association, along with many professional organizations across the subfields of psychology, has released its statement outlining how psychology must contribute to the eradication of systemic racism and white supremacy. In this article, we address the need for psychology and its subfields to acknowledge our complicity in certain systems of oppression, such as our ties to law enforcement and the police, our support of mental health reforms that merely increase the scope of a punitive criminal justice system, and our complicity in the harm done by our current immigration policies. We argue that the best way, in fact the only way, for the profession to move toward an antiracist psychological practice is to embrace an abolitionist framework so that we may reimagine our relationships with historically oppressive institutions and rebuild our clinical practices to promote life-affirming interventions and liberation for individuals and communities.

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Babbitt, Susan E. "Humanism and Embodiment: Remarks on Cause and Effect." Hypatia 28, no. 4 (2013): 733–48. http://dx.doi.org/10.1111/hypa.12027.

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I understand humanism to be the meta‐ethical view that there exist discoverable (nonmoral) truths about the human condition, that is, about what it means to be human. We might think that as long as I believe I am realizing my unique human potential, I cannot be reasonably contradicted. Yet when we consider systemic oppression, this is unlikely. Systemic oppression makes dehumanizing conditions and treatment seem reasonable. In this paper, I consider the nature of understanding—drawing in particular upon recent defenses of realism in the philosophy of science—and argue that humanism makes sense if we recognize more thoroughly the role of cause and effect in practical deliberation. By this I mean the cause‐and‐effect relation between mind and body and between minds, bodies, and the world. Three philosophical sources—Marxism, Buddhism and Christianity—show what this might mean, as I indicate in the second half of the paper.

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Orelus, Pierre W. "Can subaltern professors speak?: examining micro-aggressions and lack of inclusion in the academy." Qualitative Research Journal 18, no. 2 (May 8, 2018): 169–79. http://dx.doi.org/10.1108/qrj-d-17-00057.

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Purpose The purpose of this paper is to highlight various ways in which micro-aggressions and other forms of institutional oppression have affected subaltern professors and students in the academy. Design/methodology/approach This qualitative case study draws from testimonios collected from fall 2010 to spring 2016. Six testimonios are incorporated in the study, and they stem from a various set of data. These testimonios show patterns across data set regarding systemic oppression subaltern that professors have experienced in the academy. Findings As the findings of this study show, subaltern professors face intersecting forms of discrimination – often race, language, accent, gender, and class based – in predominantly white institutions. Their testimonios unravel the complexity of the professional, academic, and personal lives of these professors highlighting their professional achievements and successes. Their testimonios demonstrate at the same time the ways in which various forms of oppression might have limited their life chances and opportunities. Research limitations/implications Suggestions are made as to how social justice educators and policy makers can collectively challenge and eradicate these social wrongs. Originality/value This paper is an original take on both micro-aggressions and institutional oppression affecting subaltern professors and students.

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Aheron, Grace. "Listening to the land: eco-rooted activism at the Charis community in Charlottesville, Virginia." Anglican Theological Review 103, no. 2 (May 2021): 186–95. http://dx.doi.org/10.1177/00033286211007422.

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The Charis Community is an intentional community on Episcopal Church property founded in 2014 in Charlottesville, Virginia. What began as a modest agrarian ministry on six acres of land grew into a powerful ministry of antiracist and antifascist community organizing through the white supremacist Unite the Right Rally in Charlottesville in 2017. Through telling the story of Charis, I argue that our land-based ministry necessarily drew us into fighting many forms of systemic oppression. As we grew closer to the land and grew in our understanding of our stewardship of the land, the stories the land held—stories of oppression and resilience—shaped our vocation of fighting for justice.

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Sharp, Brenda. "Mother Rocks the Cradle and She Waits: Towards a Feminist Theology of Obscurity." Feminist Theology 25, no. 3 (May 2017): 257–72. http://dx.doi.org/10.1177/0966735017695934.

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In this article I will argue that systemic institutional conditions contained within a family structure result in oppression and obscurity for mothers. In countering this somewhat gloomy assertion, I will introduce a feminist theology of obscurity as a means of actualizing personhood for mothers and acknowledging the concomitant empowerment to be found within motherhood.

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Ratković, Snežana. "The Location of Refugee Female Teachers in the Canadian Context: “Not Just a Refugee Woman!”." Refuge: Canada's Journal on Refugees 29, no. 1 (October 18, 2013): 103–14. http://dx.doi.org/10.25071/1920-7336.37522.

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This paper explores intersectionality of oppression and social agency in refugee narratives of four female teachers from Yugoslavia who immigrated to Ontario and Quebec between 1994 and 1998. These narratives reveal a number of systemic barriers participants encountered in their new country, such as lack of coordination between immigra- tion and settlement services, lack of information about the teacher recertification process, systemic ignorance towards international teaching credentials and experiences, and a number of settlement practices that pushed the partici- pating women teachers to the margins of the Canadian educational system. In addition to reporting a number of systemic barriers to teaching, these women also revealed self-imposed psychological and culturally constructed barriers to settlement such as personal perceptions of having limited language competencies, of being “too old” to continue education, and of remaining permanent outsiders to Canadian ways of being. Women also discussed their choices and priorities in terms of their personal and professional lives and the ways in which these preferences facilitated and/or hindered their integration in the Canadian education system and society. The paper challenges the master narrative of refugeehood in Canada by exposing the ways in which race, class, gender, age, ethnicity, and professional identity, in addition to refugeehood, shape the oppression and the privilege of refugee women in the Canadian context.

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Stacy, Jen, Yesenia Fernández, and Elexia Reyes McGovern. "El Instituto: Centering Language, Culture, and Power in Bilingual Teacher Professional Development." Journal of Culture and Values in Education 3, no. 2 (December 22, 2020): 120–37. http://dx.doi.org/10.46303/jcve.2020.16.

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Teacher education programs have the obligation to prepare bilingual teachers, new and established, to challenge pervasive deficit and racist ideologies, to cultivate students’ identities/knowledges, and to thwart oppressive ideologies through counter-hegemonic discourses. This paper presents a case study of El Instituto, one Hispanic Serving Institution’s immersive professional development program for Spanish-speaking bilingual teachers in Los Angeles County. Conducted entirely in Spanish, the program aimed to center teachers’ sociocultural realities and community cultural wealth while honoring their linguistic capital, deepening their Spanish-language knowledge, and developing critical consciousness. Findings suggest that utilizing a sociocultural approach to simultaneously study Spanish language and critical pedagogy while centering teachers’ community cultural wealth led to deep insights about intersections of languages and culture within larger power structures that cultivate systemic oppression. However, epistemological shifts about fostering more humanizing and critical professional development for bilingual educators are necessary to achieve these goals.

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Iheme, Williams C. "Systemic Racism, Police Brutality of Black People, and the Use of Violence in Quelling Peaceful Protests in America." Age of Human Rights Journal, no. 15 (December 15, 2020): 224–62. http://dx.doi.org/10.17561/tahrj.v15.5851.

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The Trump Administration and its mantra to ‘Make America Great Again’ has been calibrated with racism and severe oppression against Black people in America who still bear the deep marks of slavery. After the official abolition of slavery in the second half of the nineteenth century, the initial inability of Black people to own land, coupled with the various Jim Crow laws rendered the acquired freedom nearly insignificant in the face of poverty and hopelessness. Although the age-long struggles for civil rights and equal treatments have caused the acquisition of more black-letter rights, the systemic racism that still perverts the American justice system has largely disabled these rights: the result is that Black people continue to exist at the periphery of American economy and politics. Using a functional approach and other types of approach to legal and sociological reasoning, this article examines the supportive roles of Corporate America, Mainstream Media, and White Supremacists in winnowing the systemic oppression that manifests largely through police brutality. The article argues that some of the sustainable solutions against these injustices must be tackled from the roots and not through window-dressing legislation, which often harbor the narrow interests of Corporate America.

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Renfroe, SaraJane. "Building a Life Despite It All: Structural Oppression and Resilience of Undocumented Latina Migrants in Central Florida." Journal for Undergraduate Ethnography 10, no. 1 (February 12, 2020): 35–52. http://dx.doi.org/10.15273/jue.v10i1.9947.

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Immigrants to the United States encounter a multitude of challenges upon arriving. This is further complicated if migrants arrive without legal status and even more so if these migrants are women. My research engages with Kimberlé Crenshaw’s concept of intersectionality to examine interlocking systems of oppression faced by undocumented migrant women living in Central Florida. I worked mainly in Apopka, Florida, with women who migrated from Mexico, Central America, and South America. I found that three broad identity factors shaped their experiences of life in the U.S.: gender, undocumented status, and Latinx identity. The last factor specifically affected women’s lives through not only their own assertions of their identity, but also outsider projections of interviewees’ race, ethnicity, and culture. My research examines how these identity factors affected my interviewees and limited their access to employment, healthcare, and education. Through a collaborative research project involving work with Central Floridian non-pro t and activist organizations, I conducted interviews and participant observation to answer my research questions. Through my research, I found that undocumented Latina migrants in Central Florida face structural vulnerabilities due to gendered and racist immigration policies and social systems, the oppressive effects of which were only partly mitigated by women’s involvement with community organizations. My research exposes fundamental and systemic failures within U.S. immigration policies and demonstrates that U.S. immigration policy must change to address intersectional oppression faced by undocumented Latina migrants.

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Deckha, Maneesha. "Toward a Postcolonial, Posthumanist Feminist Theory: Centralizing Race and Culture in Feminist Work on Nonhuman Animals." Hypatia 27, no. 3 (2012): 527–45. http://dx.doi.org/10.1111/j.1527-2001.2012.01290.x.

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Posthumanist feminist theory has been instrumental in demonstrating the salience of gender and sexism in structuring human–animal relationships and in revealing the connections between the oppression of women and of nonhuman animals. Despite the richness of feminist posthumanist theorizations it has been suggested that their influence in contemporary animal ethics has been muted. This marginalization of feminist work—here, in its posthumanist version—is a systemic issue within theory and needs to be remedied. At the same time, the limits of posthumanist feminist theory must also be addressed. Although posthumanist feminist theory has generated a sophisticated body of work analyzing how gendered and sexist discourses and practices subordinate women and animals alike, its imprint in producing intersectional analyses of animal issues is considerably weaker. This leaves theorists vulnerable to charges of essentialism, ethnocentrism, and elitism despite best intentions to avoid such effects and despite commitments to uproot all forms of oppression. Gender‐focused accounts also preclude understanding of the importance of race and culture in structuring species‐based oppression. To counter these undesirable pragmatic and conceptual developments, posthumanist feminist theory needs to engender feminist accounts that centralize the structural axes of race and culture.

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Yee, J. Y., C. Hackbusch, and H. Wong. "An Anti-Oppression (AO) Framework for Child Welfare in Ontario, Canada: Possibilities for Systemic Change." British Journal of Social Work 45, no. 2 (September 7, 2013): 474–92. http://dx.doi.org/10.1093/bjsw/bct141.

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House-Niamke, Stephanie, and Takumi Sato. "Resistance to Systemic Oppression by Students of Color in a Diversity Course for Preservice Teachers." Educational Studies 55, no. 2 (September 21, 2018): 160–79. http://dx.doi.org/10.1080/00131946.2018.1501567.

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Moreira, Claudio, and Marcelo Diversi. "When Janitors Dare to Become Scholars." International Review of Qualitative Research 2, no. 4 (February 2010): 457–74. http://dx.doi.org/10.1525/irqr.2010.2.4.457.

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In this performance autoethnography we re-present our experiences of disembodied knowledge construction in mainstream American academia. We claim that knowledge production about the Other still tends to reify the very oppression it intends to challenge. Can a janitor become a scholar without having to bury experiences under layers of theory and other technologies of justification? Or are marginalized humans relegated to a subordinate position of research subject in the process of knowledge production? Neither? Both? Troubling the recurring experience of “my bad English,” we try to show that folks lacking an educated upbringing can contribute to the decolonizing dialogue through something no technology of methods can provide: visceral lived experience of systemic oppression. We are insisting on narrative space for visceral knowledge to advance decolonizing discourses that may lead to more inclusive notions of social justice.

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Cawthorne, Jon E. "Mountains to climb: Leadership for sustainable change in scholarly communication." College & Research Libraries News 81, no. 8 (September 3, 2020): 374. http://dx.doi.org/10.5860/crln.81.8.374.

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We live in complex, challenging times. In March 2020 a novel coronavirus called COVID-19 transformed our lives. Then, several months into shelter-in-place orders for the virus, George Floyd was killed in police custody. For weeks we saw Black Lives Matter protests around the world demanding change. Floyd’s death inspired new, open discussions about oppression, systemic racism, and the current and historical injustices faced by Black, Indigenous, and People of Color (BIPOC).

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Torok, Debra, and Jessica Ball. "Renegotiating Identity and Agency in Everyday Oppression: Experiences of Forced Migrant Youth in Malaysia." Social Sciences 10, no. 8 (August 5, 2021): 296. http://dx.doi.org/10.3390/socsci10080296.

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This study explored how forced migrant youth in transit renegotiated their identity and agency after fleeing their homes and sociocultural connections, and while enduring ongoing precarity in a new, oppressive sociopolitical environment in Malaysia. As Malaysia is a non-signatory state that denies legal status to forced migrants, youth face significant structural barriers that constrain their capacities to participate in society and explore their identity. Using an innovative Peer Mediated Storyboard Narrative method (PMSN), thirteen adolescents visually depicted and then explained how their experiences of forced migration affected their sense of self, belonging, and future. Participants were receiving non-formal education and services from a migrant-serving agency in Malaysia while awaiting UNHCR adjudication of their application for resettlement. Youths’ transcribed narratives were the focus of analysis using constructivist grounded theory (CGT). Youth described a process whereby renegotiating identity was inextricably linked to (re)claiming agency, if only in situated ways, as they navigated oppression, discrimination, and rejection. Their renegotiation of identity involved (re)evaluating loss and opportunity, (re)constructing belonging, and working through prescribed identities. As youth renegotiated identities, they continuously sought to recreate agency, or a sense of ownership, over their experiences and stories. Their agency was situated within seemingly ordinary assertions of preserving and expanding their identities, forging spaces of belonging, and defining their own narratives rather than accepting prescribed identities. Perceived family support, duration of stay in Malaysia, and experiences as a girl or boy within their communities were key elements that shaped youths’ negotiation. Far from being passive recipients of circumstance, forced migrant youth strategically navigated systemic oppression and actively strove to reconstruct their identity and ownership over their experiences.

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Norris, Marisol Samantha. "Freedom Dreams: What Must Die in Music Therapy to Preserve Human Dignity?" Voices: A World Forum for Music Therapy 20, no. 3 (October 30, 2020): 4. http://dx.doi.org/10.15845/voices.v20i3.3172.

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This commentary was written on the week of September 28, 2020, as grand jury decisions on the killing of Breonna Taylor in Louisville, Kentucky, United States, were publicly announced on news and media outlets. Six months after Breonna Taylor's brutal murder in Louisville, Kentucky (United States), justice for her life has not been actualized. The author reflects on this injustice and discusses its relationship to anti-Black violence and systemic oppression in music therapy culture and practice.

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Stewart, Suzanne, and Angela Mashford-Pringle. "Moving and Enhancing System Change." International Journal of Indigenous Health 14, no. 1 (May 27, 2019): 3–7. http://dx.doi.org/10.32799/ijih.v14i1.32726.

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All Indigenous peoples across the globe have experienced multiple historical colonial aggression and assaults. In Canada and the USA for example, education was used as a tool of oppression for Indigenous peoples through residential school. Child welfare, health and health care, and forced land relocation are also sites of intensive and invasive harms. Health services continue to be a site of systemic and personal oppression for Indigenous peoples across Canada and the world (Reading 2013). For many years, Indigenous peoples have faced discrimination and racism when accessing biomedical health care. Implementation of colonization in Canada, Australia, New Zealand, and elsewhere, have been well documented to adversely influence aspects of health in many Indigenous communities worldwide and linked to high rates of mental health, education, and employment challenges (see Loppie & Wein, 2009; Mowbray, 2007; Paradies, Harris, & Anderson, 2008); these traumas are rooted attempts in cultural extermination and deep-set pains in regard to identity and well-being (Stout & Downey, 2006; Thurston & Mashford-Pringle, 2015).

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GUYOTTE, KELLY W., and MAUREEN A. FLINT. "7. “Build the Wall”: Posthuman Encounters with Political Chalkings on Higher Education Campuses." Philosophy and Theory in Higher Education 1, no. 1 (January 1, 2019): 145–66. http://dx.doi.org/10.3726/ptihe.2019.01.08.

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During the 2016 U.S. presidential election, political chalkings on university campuses were rampant and displayed pro-Trump messages ranging from mundane to blatantly offensive. Responses to these chalkings focused on simplistic dialogues of freedom of speech, ignoring them as radical sites of visual activism, racial/political difference, and systemic oppression. Locating the chalkings in the contextual backdrop of the Anthropocene, this essay explores the 2016 political campus chalkings as complex sites where race/place/politics/education entangle through enactments of visual activism. Assembling photographs, articles, and postings related to the political campus chalkings on one particular university campus, we used a nomadic analysis and found that the chalkings complicate issues of race, gender, oppression, and equity. Thus, campus chalkings emerge as complex events that deserve complex analyses. Turning to a posthuman methodology allowed us to complicate our questions, attend to the materiality of the chalkings, and explore affirmative possibilities for higher education in the Anthropocene moving forward.

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Nash, Paul, Mark Brennan-Ing, Tonya Taylor, and Stephen Karpiak. "Intersectional Stigma and Barriers to Mental Health Among Older Adults With HIV in San Francisco." Innovation in Aging 4, Supplement_1 (December 1, 2020): 723–24. http://dx.doi.org/10.1093/geroni/igaa057.2562.

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Abstract For older adults with HIV, forms of privilege and oppression (racism, poverty, limited access to quality education, and inequalities in criminal justice system) intersect with stigmatized social identities (immigrant status, non-cisgender identity, sexual orientation, depression, and addiction) that may increase cumulative burden of psychological distress, contribute to poor clinical outcomes, and create disparities in health care utilization. Using survey and focus group data from the San Francisco ROAH 2.0 (Research on Older Adults with HIV) site, we explored how layered intersectional identities (minority affiliation, gender and sexual orientation), life experiences (immigration, trauma) and forms of systemic oppression (poverty, low educational attainment, and incarceration) impact the utilization of mental health supportive services. Immigrants, minority women, and heterosexual men had higher burdens of depression compared to their white counterparts. Similarly, inhabiting multiple stigmatized identities resulted in both low and variable levels of mental health care utilization, suggesting need for targeted intervention efforts.

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Dean, Jodi. "COVID Revolution." Democratic Theory 7, no. 2 (December 1, 2020): 41–46. http://dx.doi.org/10.3167/dt.2020.070206.

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Revolution only occurs when people are willing to die for it. The last few days of May 2020 showed that thousands of people were willing to risk their lives in the struggle against the racist capitalist system. Rage at four hundred years of oppression, exploitation, and denigration, at the systemic murder of black, brown, and indigenous people, and at wanton, visible, and permissible police violence could no longer be contained. Between the virus and the economy, there was nothing left to lose.

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Sierschynski, Jarek. "Improvising Identity, Body, and Race." Cultural Studies ↔ Critical Methodologies 20, no. 5 (February 15, 2019): 429–33. http://dx.doi.org/10.1177/1532708619830129.

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In this autoethnographic narrative, the author examines moments of encountering his fugitive identity shaped by family practices, escape, sociocultural and linguistic migration. Marked as a foreign body in Europe, he (re)constructs his identity as inherently connected to systemic violence and oppression in both Europe and the United States. Responding to Western, White supremacy, anti-Blackness, and the violence of dominant normativity, he considers what it means to negate the meaning of oppressive socioeducational systems, their institutionalized language, settled expectations and practices. Thinking about his own body and the link between visibility and invisibility in racially structured societies, he examines the parallels between his own nondominant identity and those marked by the White gaze. Weaving together reflections on family history and Otherness in Europe with Black American narratives of marked visibility/invisibility, the author meditates on improvisation as a liberatory, counterhegemonic performance of reality. He concludes by returning to this text as a trace of improvisational, experimental, and liberatory thought, a medium with the potential to negate itself, to break itself, to escape itself.

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Mendoza, Natasha S., Cynthia Mackey, Vern Harner, and Kelly Jackson. "Attuning and Queering SAMHSA’s Strategic Prevention Framework." Social Work Research 45, no. 3 (August 18, 2021): 187–97. http://dx.doi.org/10.1093/swr/svab012.

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Abstract To prevent substance use disorder (SUD) and its consequences, the Substance Abuse and Mental Health Services Administration developed the Strategic Prevention Framework (SPF). The SPF is a structured planning model that evaluates community behavioral health needs and facilitates prevention planning to address substance use concerns. Despite the SPF’s stated foundation in cultural competency, the framework lacks appropriate guidelines to address systemic oppression of historically marginalized communities. Thus, the authors propose that an SPF based on a cultural attunement framework can enhance prevention-based social workers’ ability to dismantle systemic barriers that create and perpetuate health disparities surrounding substance use and treatment for SUD. Using an example scenario, authors offer recommendations for social workers seeking to expand the SPF and fully actualize its application.

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Arnett, Katy. "Stakeholders’ Inquiries About the Systemic Inclusion of Late Adolescent Newcomers to Canada: Moving From Questions to Understandings." LEARNing Landscapes 7, no. 2 (July 2, 2014): 41–58. http://dx.doi.org/10.36510/learnland.v7i2.650.

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Drawing on data collected during a larger, year-long ethnographic study of a pilot program designed to serve late adolescent newcomers to Canada, this paper uses notions of the phenomenological approach to consider the "inclusion" of late adolescent newcomers in Canada’s education system. The present consideration seeks to frame how some stakeholders implicated in a pilot program to help this particular learner population came to understand the forces that seemingly perpetuated the students’ oppression within the education system. In particular, issues of the parameters of language education, federal and provincial education policies, and funding were identified as the key influences within the phenomenon.

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Hembrough, Tara. "Writing as an Act of Self-Embodiment: Hurston, Moody, and Angelou Combat Systemic Racial and Sexual Oppression." Journal of African American Studies 20, no. 2 (May 16, 2016): 164–82. http://dx.doi.org/10.1007/s12111-016-9326-4.

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Bullock, Erika C. "Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding." Review of Research in Education 42, no. 1 (March 2018): 122–45. http://dx.doi.org/10.3102/0091732x18759039.

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In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by making visible what has been obscured and bringing to the center what has been marginalized. While the tentacles of CME research address different analytical domains, much of this work can be connected to the social isms that plague our world (e.g., sexism, racism, heterosexism, colonialism, capitalism, ableism, militarism, nationalism, religious sectarianism). However, the trend in CME research is to address these isms in silos, which does not reflect the compounded forms of oppression that many experience. I review CME studies that employ intersectionality as a way of analyzing the complexities of oppression. Intersectionality’s limited use in CME research has been for identity-based analyses. I offer intersectional analysis as a strategy to extend intersectionality’s power beyond identity toward more systemic analyses.

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Iheme, Williams C. "Assesing the Roles of Race and Profit in the Mass Incarceration of Black People in America." Age of Human Rights Journal, no. 16 (June 14, 2021): 148–85. http://dx.doi.org/10.17561/tahrj.v16.6274.

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Shortly after the alleged discovery of America and its vast expanse of land waiting to be cultivated with cash crops using cheap human labor, millions of Africans fell victims and were kidnapped to work as slaves in American plantations for about four centuries. Even though it has been over 150 years since the official abolition of slavery in America, the effects of the 400 years of enslavement continue to reverberate: irrespective of the blackletter rights protecting Black people from injustices, the deep racist structures typically decrease the potency of these rights, and thus perpetuate oppression. This article assesses the roles being played by race and profit in the administration of criminal justice: it deems the systemic oppression of Black people as a humanitarian crisis and seeks to ascertain this by interpreting the attitudes of the various key players in the American Criminal Justice System, the majoritarian population, mainstream media, and Corporate America: it challenges some entrenched racist practices suspected to be the umbilical cord that links Black people in America with mass incarceration.

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Wagaman, M. Alex, Rae Caballero Obejero, and James S. Gregory. "Countering the Norm, (Re)authoring Our Lives." International Journal of Qualitative Methods 17, no. 1 (September 14, 2018): 160940691880064. http://dx.doi.org/10.1177/1609406918800646.

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Counterstorytelling, a methodology that is rooted in critical race theory, is undergirded by principles that are beneficial to understanding the experiences of lesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) young people from an intersectional perspective. Counterstorytelling holds promise as a method that creates opportunities for individual transformation and resistance to dominant narratives among young people facing systemic oppression. This article outlines the design and implementation of a counterstorytelling study with LGBTQ youth and reflects on the value and associated challenges of counterstorytelling as a participatory research method.

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Gaudry-Routledge, Madison E., and Marni J. Binder. "Educators’ Perceptions of Performance-Based Approaches in Teaching Difference With Youth." LEARNing Landscapes 13, no. 1 (June 13, 2020): 137–50. http://dx.doi.org/10.36510/learnland.v13i1.1009.

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Recent research into critical pedagogy supports the implementation of performance-based practices into the classroom. This qualitative research explored the pragmatic ways in which youth, ages 8-17, are taught in Canada’s, specifically Ontario’s, education system on topics of difference and power. Through semi-structured interviews, four elementary and high school educators described their experiences using performance-based teaching in the classroom. A thematic analysis revealed that teachers found including such practices empowered students and influenced their understanding of their own identities as well as the systemic oppression of marginalized groups.

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Das, Purba. "Vernacular Discourses of Disruption in Alternative Digital Space." Communication, Culture and Critique 14, no. 3 (June 25, 2021): 513–17. http://dx.doi.org/10.1093/ccc/tcab038.

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Abstract This article explores the discursive strategies employed by Dalits and other marginalized groups to highlight inspirational stories of bottom-up change across rural India. These agential narratives are featured in the community-run alternative digital media portal, Video Volunteer’s series, “Videos that Created Change.” I contend that marginalized groups’ articulation of structural change against systemic oppression takes the form of vernacular discursive practices, which foreground place-based identities and regional languages. Such newly emerging digital media practices have the potential to disrupt the hegemonic mainstream template of marginalized citizens’ abject victimhood.

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Maze, Jacob. "Public and Private Lives: Judith Butler’s Grief and the Loss of Black Self." Gender Studies 17, no. 1 (December 1, 2018): 45–56. http://dx.doi.org/10.2478/genst-2019-0004.

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Abstract By looking at Butler’s theories on grief and mourning, I focus on her concept of ecstasy, or the state of being outside of one’s self, which illustrates the dependency individuals have on social norms as well as the vulnerability such a system of recognition entails. Using this framework, I discuss how the private and the public spheres can construct public bodies. If this happens, individuals can have little say over how their bodies are socially signified. To show this, I use the case of Black women in the USA, where systemic oppression constantly draws their bodies into the public’s eye.

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Bitrus, Ibrahim S. "God Who Curses is Cursed." Journal of Law, Religion and State 6, no. 1 (March 6, 2018): 29–48. http://dx.doi.org/10.1163/22124810-00601002.

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Using historical critical methods of interpretation, many Western and African scholars have dismissed the use of imprecation in Africa as an incantatory, uncritical, and above all, unwholesome Christian practice. But using an Afrocentric method of interpretation, I argue that African Christians’ use of imprecation is a legitimate Christian prayer that is consistent with God’s character of retributive justice, regardless of its unwholesomeness. For many African Christians, to imprecate is to participate in the ongoing and eschatological reality of God’s holy indignation, and judgment against systemic forces of oppression, injustice, and impunity perpetrated by the powers of the enemy.

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McCauley, Heather L., Rebecca Campbell, NiCole T. Buchanan, and Carrie A. Moylan. "Advancing Theory, Methods, and Dissemination in Sexual Violence Research to Build a More Equitable Future: An Intersectional, Community-Engaged Approach." Violence Against Women 25, no. 16 (September 17, 2019): 1906–31. http://dx.doi.org/10.1177/1077801219875823.

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Sexual violence is a devastating trauma with long-lasting effects on survivors’ health and well-being. Despite the substantial impacts of the last 25 years of research, the prevalence of sexual violence has remained stable. It will be necessary to reconceptualize our work, challenging our theories, methods, and strategies for dissemination and implementation moving forward. We outline an intersectional, community-engaged approach for sexual violence research to center the stories of survivors who face systemic oppression and inequity. Finally, we suggest applications of this approach for justice, healing, and prevention to inform our collective work to end sexual violence.

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Reed-Sandoval, Amy. "Revisiting Relational Pandemic Ethics in Light of the COVID-19 Abortion Bans in the United States." IJFAB: International Journal of Feminist Approaches to Bioethics 14, no. 1 (March 2021): 141–56. http://dx.doi.org/10.3138/ijfab-14.1.07.

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The experiences of working-class people and those from communities of color seeking abortions in the United States before and during COVID-19 call for feminist, relational pandemic ethics. Françoise Baylis and colleagues argue for public health ethics that emphasize relational personhood, relational autonomy, social justice, and solidarity. COVID-19 abortion bans in the United States require vigilance against powerful actors who abuse these values—particularly that of solidarity—to further their political, religious, and/or economic agendas in harmful ways. Thus, efforts to promote solidarity during a pandemic must attend to social injustice and systemic oppression and provide resources to vulnerable people.

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Foster, Ellen K. "Histories of Technology Culture Manifestos." Digital Culture & Society 6, no. 1 (December 1, 2020): 57–84. http://dx.doi.org/10.14361/dcs-2020-0104.

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Abstract Taking impetus from a collaborative conversation about writing a feminist repair manifesto, this article is focused on examining radical feminist manifestos, new technology manifestos, and their intersecting themes and influence upon cyberfeminist manifestos. Its theoretical underpinnings include histories of repair and maintenance and the manifesto as technological form. As a practice, repair and theorisations of repair regarding technology take into account invisible labour and create a relationship of care not only within communities, but in relation to everyday technologies. Since this work to write a feminist fixers’ manifesto was inspired by the iFixit Repair Manifesto, the NYC Fixers Collective manifesto, as well as manifestos from radical feminist technology movements, it seemed appropriate to consider and critically engage the function of manifestos in these various maker and digital technology communities, as well as the history of radical feminist manifestos in response to cultural oppression. By looking more deeply at specific historical instances and their function, I aim to uncover the importance of such artefacts to give voice to alternative narratives and practices, to subvert systemic oppressions while at other times reproducing them in their form. I argue that there is power in iterating and proliferating manifestos with a critical stance and work to establish the knowledge-producing and world-making potentials of manifesto writing.

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Dover, Michael A. "A Needs-based Partial Theory of Human Injustice: Oppression, Dehumanization, Exploitation, and Systematic Inequality in Opportunities to Address Human Needs." Humanity & Society 43, no. 4 (March 25, 2019): 442–83. http://dx.doi.org/10.1177/0160597619832623.

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This article presents an original needs-based partial theory of human injustice and shows its relationship to existing theories of human need and human liberation. The theory is based on an original typology of three social structural sources of human injustice, a partial theorization of the mechanisms of human injustice, and a needs-based theorization of the nature of human injustice, as experienced by individuals. This article makes a sociological contribution to normative social theory by clarifying the relationship of human injustice to human needs, human rights, and human liberation. The theory contends that human injustice is produced when oppression, mechanistic dehumanization, and exploitation create systematic inequality in opportunities to address human needs, leading to wrongful need deprivation and the resulting serious harm. In one longer sentence, this needs-based theory of the sources, mechanisms, and nature of human injustice contends that three distinct social systemic sources—oppression, mechanistic dehumanization, and exploitation—produce unique and/or overlapping social mechanisms, which create systematic inequality in opportunities to address universal human needs in culturally specific ways, thus producing the nature of the human injustice theorized here: wrongfully unmet needs and serious harm.

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AL-SABER, SAMER. "Jerusalem's Roses and Jasmine: A Resistant Ventriloquism against a Racialized Orientalism." Theatre Research International 43, no. 1 (March 2018): 6–24. http://dx.doi.org/10.1017/s0307883318000032.

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The Palestinian National Theatre's production of Roses and Jasmine presents an uncommon occurrence: Palestinians performing a Jewish-majority story on Palestinian and world stages. The play opened to divergent audience reactions in East Jerusalem, igniting controversy, and leading to the expression of opinions that ranged from absolute support to clear opposition. This article discusses the play's intervention into an orientalist rhetorical context, showing how reversing traditional orientalist ventriloquisms can be employed as a key strategy of cultural resistance. An analysis of the production's choices and the critical responses it generated suggests that by consciously representing Jewish characters who struggle with their own religious and national identities through Palestinian performers, the play opens up the possibility of breaking the perception of balance between the occupier and the occupied. Extended to a larger context, a resistant ventriloquism can reveal systemic oppression, rendering injustices visible in cases where systemic racism prevents the colonizer from seeing the condition of the colonized.

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Journal articles on the topic 'Systemic oppression'

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