Equality In America Chapter Summaries

The essential question that I will be focusing on this CREQ is “What might our assumptions about what counts as “knowledge” be consciously and unconsciously grounded in dominant (and non-inclusive) paradigms of education and how can we challenge those assumptions to find knowledge and information from sources and people typically not considered in dominant views of education?” Chapter 1 of Adams text talks about what oppression is, in what ways oppression can take shape, and how oppression affects us all, victims and perpetrators alike, negatively. Adams discusses how oppressive ideologies persist in society for long durations of time and it can result in society viewing those oppressive beliefs as fact, or knowledge. Complaints of oppressive actions can be countered with “That’s simply the way things are.” It is not true that everyone who enforces …show more content…
Even the melting pot analogy that is heralded as the shining example of America’s diversity in reality showcases how our society encourages marginalized groups to assimilate into the dominant culture. Coincidentally, during one of the staff meetings at the child development center where I used to work, we discussed the failures of this analogy and came up with a new analogy. America should be viewed as a salad of diversity. The salad would not be a salad without the unique ingredients (cultures) that comprise it; each ingredient is important and enhances the overall quality of the final product. Diversity should be encouraged, only having one perspective available limits everyone. Chapter 2 of Adams provides ways to counter dominant views of what education and knowledge is by bringing in the perspectives of non-dominant groups. As educators, we can incorporate the strategies of marginalized groups and organizations through promoting social justice