Summary

Summary OPV312 Exam notes

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Course
OPV312 (OPV312)

Institution
University Of Pretoria (UP)

To gain insight into the global context of the classroom, learners and ideas taught, as well as into the local world and country in which the classroom, learners and school are situated. Diversity and social justice and their importance in the local and global context, as well as their importance f...

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YOUNG
YOUNG Opposite of oppression = FREEDOM/Liberty

Consequences of oppression:
▪ Anxiety and fear
▪ Shame
3. Powerlessness
Social Justice: • Depression o “Fundamental injustices are inhibition to
• Unemployment develop one’s capacities, lack of decision-
◊ Based on concept of Human rights and
• Low levels of well-being (stress, anxiety) making power, and exposure to disrespectful
equality
treatment because of lowered status.
◊ Justice in terms of distribution of wealth, • Lack of functionality
o The principal or SMT are the only decision-
opportunities, and privileges in a society
◊ More than just redistributive justice
Five Faces of Oppression makers in the school, the staff only take
orders/Teachers never ask the children or
Social Injustice: 1. Exploitation learners for their viewpoint on important
o ” Act of using people’s labours to produce issues in school e.g., handling of drug abuse
◊ Unfair labour practices, racial discrimination, profit while not compensating them fairly/to or bullying amongst the children.
discrimination due to gender, sexual take unfair advantage of someone”. o Impact on Psychology and Education
orientation, ethnicity, age. o Creates widening gap between rich and ▪ Internalised oppression
◊ Social groups experience injustice by virtue of poor. ▪ Silence
their cultural, social, and religious beliefs ▪ Property of ownership • Surface: know that you are being
▪ Type of employment oppressed but don’t talk about it
Oppression:
▪ Level of education • Deeper:
◊ Hardship, Cruelty, Abuse, Tyranny etc o Key point: Creates inequality. 1. Indoctrination: Belief that you are
◊ Traditional definition: 2. Marginalisation
naturally inferior
→ Exercise of tyranny by a ruling group. o Act of relegating/confining a group of people
2. Oppression becomes a culture of
Creates injustice in other circumstances as to a lower social standing or outer limit or
forbidden talk.
well. People are not always oppressed by edge of society
3. Dehumanized
cruel tyrants with bad intentions. o Process of exclusion
4. Internalized negative images lead to
◊ Young’s definition: o Treating someone/something as if they are
silence by choice.
→ Reducing people’s potential to be fully not important.
5. Education and literacy are withheld
human o Examples
to prevent knowledge.
→ Making others less human (dehumanizing) ▪ Human trafficking (prostitution)
▪ Pathology (aggression/depression)
→ Denying people opportunities to be fully ▪ Slavery (Child labour)
▪ Learning difficulties
▪ Labour exploitation (paw low/no wages)
human in mind and body ▪ Stigma
▪ Misuse of teachers who are always
→ Choices or policies (societal rules) that 4. Cultural Imperialism
prepared to help with tasks in a school. o USA dominates world media (global film
become a restrictive structure of
o Impact on Psychology and Education market and television market)
forces/barriers that immobilize and reduce
▪ Poverty o A cultural imperialism perspective argues
a group/category of people.
▪ Stigma therefore that American values and

, ideologies are imposed upon the rest of the using physical force to dominate the other › Children’s rights: Water problems at
world, through media texts. children (bullying) school, many learners have no access to
o “Establishing the culture of a ruling class as a food.
Sample questions
norm”. › Some children are disruptive in class;
▪ Groups that have power in a society 1. What forms of social injustice do we find in the therefore, they infringe the right to
control how people in that society classroom/school? Give examples. education of other learners.
interpret and communicate. ◊ Exploitation (taking unfair advantage of 2. How can you as a teacher create a socially just
▪ Those oppressed are marked by somebody): classroom?
stereotypes and made to feel invisible. › The learners must perform some of your ◊ Ensure learners in your care are safe physically
Stereotypes define what they can and work (discipline, coaching) and emotionally.
cannot be. ◊ Marginalization (treat people as if they are not ◊ Apply all human rights in class.
o Minority groups in a school must submit to important): ◊ See to it that there are no types of
the language and culture of the majority › Belittle learners in your class or members discrimination taking place.
group/The dominant group in society is of the choir, they are losers! ◊ Teachers must teach, otherwise, they don’t
heterosexual, so all other types of sexuality ◊ Powerlessness (they take orders and rarely distribute knowledge.
are grouped as Others and viewed as inferior have the right to give them): ◊ Involve learners when formulating classroom
or abnormal. › Learners in your class/sports team are not rules.
o Impact on Psychology and Education entitled to give their input or ideas. ◊ Practice what you teach.
▪ Language ◊ Cultural Imperialism (culture of the ruling ◊ Teach students about their rights and
▪ Participation class becomes the norm): responsibilities.
▪ Self-esteem › Other cultures must become part of ◊ Help learners with application forms for
▪ Development (whole person) Afrikaner culture (it’s the norm) universities and other HEI’s.
5. Violence ◊ Violence: All forms of abuse, bullying, ◊ Start projects in class/school to help kids who
o “Most obvious and visible form of harassment among learners haven’t got the basic needs: groceries, water,
oppression.” ◊ Infringement of Human Rights clothes, school uniforms.
▪ Live with fear of unprovoked attacks. › You do not handle all learners equally, you ◊ Make sure a complete “School Safety and
▪ Intention is to damage, humiliate, or have favourites. Security plan” and an “Evacuation Plan” is in
destroy the person. › Many security measures not in place in place.
o Targets of violence school (e.g., many holes in fence) ◊ Encourage parents/guardians/children not to
▪ Race › Right to privacy not a priority because of be absent for no reason.
▪ Gender/sexuality many cases of theft ◊ Have a functional discipline procedure for lack
▪ Disability › Only a few learners can use their freedom of academic results as well as for
o violent oppression is the direct result of of expression (speech) unacceptable behaviour.
xenophobia (intense and irrational fear of › Safe environment: Roofs of some buildings
people, ideas, or customs that seem strange are in a bad state.
or foreign)/ Children who” rule” the school

, CHRISTIE
CHRISTIE o Digital divide: network technologies that
link people across the globe also radically
1. Socialism/ANC: local one toward
redistribution and social equality
exclude those who do not have access to 2. Capitalism/Globalisation: Global one
Globalisation: them. towards market, competition, and
- Word emerged in 1990s as buzz word to o Globalisation in its current form has the privatisation
effect of intensifying capitalist - Globalisation is a contested term that refers to
describe enormous changes taking place across
relationships…and increasing diverse processes embracing political, social,
the world.
inequalities. technological, economic, and cultural changes.
- Goods, money, ideas, images and even
people…moving across the world at a greater Capitalism: Economic globalisation
Positives Negatives
pace and volume than ever before. Interconnectedness: cross-border Not everyone, or nation benefits from

- Vast (great size) and complex issue - An economic and political system in which a movement of goods, services, capital
Global communication: social media
globalisation
Benefits unevenly distributed

- Debate: country’s trade and industry are controlled by Mass transportation: created new Big gap between those who can enjoy
opportunities new cultural goods and services

o Support: Globalisation as irresistible private owners for profit, rather than by the Access to information, products Creates greater social stratification
and more inequality in society (digital

force, brings economic prosperity state (every man for himself) divide)
Distance is not a problem Global economy undermines the
o Opponent: Excludes other and increases - Free enterprise: promotes prosperity where power of the nation-state
Contact across cultures, learning
marginalisation private individuals and businesses compete for about the other
Shortening of distance/time
- Agreements: profit. Increasing of national economics
across the world
o ICT are changing the - Government has limited, minimal involvement Political globalisation
world…technologies…time-space in the market. Interconnection: Governments can Loss of state sovereignty or national
learn from each other autonomy

compression. o Primary motive = PROFIT Smaller countries can work together Nation states are not powerless, but
and gain more influence need to balance four pressures:
o A single economy operating across the - Technological advancement is supported to internationally - Transnational capital
- Global political structure
globe in a single time unit…a capitalist increase productivity. - Domestic (country pressures)
- Own internal needs and self-
economy. - Educators must be aware of the broader interests
Promotion/spread of human rights
o Brings social, cultural, and economic context that shapes education and schooling. and democracy, values like rights and
democracy, values like freedom and
changes. Cultures mix and become - Apartheid and colonialism associated with fight against abuses
Access to international aid and
hybrid. capitalism. financial support
Contributes to world peace
- Disagreements: - ANC adopted socialist discourse Contributes to world peace

o Links economies on capitalists’ terms (government/public as a whole has control over Reduces risk of invasions, and
limitation on nationalism

(reducing the role of the state, and economy) Cultural globalisation
Awareness and appreciation of Homogenized consumer culture:
reducing social expenditure…including - GEAR (Growth, Employment, and diversity people use the same technologies,
eat the same food, wear the same
education) Redistribution) introduced and emphasized clothing, speak the same language
(Universalized style or
o Global game is not an equal one (some privatisation, reduction in public spending, McDonaldisation of society)
Sharing of the same culture American colonisation
countries benefit more than others) increased user fees to subsidize public Imposition of same cultural images,
tastes, and attitudes on everyone,
o Education in schools do not exist in provision. everywhere

isolation. - Two different forces created tension in Removes diversity (one culture)

government policy.

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