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ECE Semester 4 > Anti-Oppression Final > Flashcards

Anti-Oppression Final Flashcards

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Early Childhood Education flashcards
1
Q

Family is defined as

A

a married couple, a common-law couple or a lone-parent with a child or youth who is under the age of 25 and who does not have his or her own spouse or child living in the household.

Married couples and common-law couples may or may not have such children and youth living with them.

Married couples and common-law couples are classified as husband-wife families and the partners in the couple are classified as spouses.​

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2
Q

Family Structures:

A
  • Nuclear ​
  • Single parent​
  • Extended​
  • Childless​
  • Adoptive​
  • Foster​
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3
Q

Characteristics/Features of Family
* It is a universal group:…

A

…It is found in all types of societies.​
​

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4
Q

Characteristics/Features of Family
* Source of nomenclature:…

A

…Every house provides an individual with a name, and hence, it is a source of nomenclature.​

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5
Q

Characteristics/Features of Family
* Trace of ancestry:…

A

…It is the group through which descent or ancestry can be traced.​

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6
Q

Characteristics/Features of Family
* The nucleus of all institutions…

A

…: It is the most important group in society; it is the nucleus of all institutions, organizations, and groups.​

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7
Q

Characteristics/Features of Family
* Emotional attachment…

A

…: It is based on emotions and sentiments. Mating, procreation, love, and affection are the basis of family ties.​

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8
Q

Characteristics/Features of Family
* Unit of cooperation:…

A

…It is a unit of emotional and economic cooperation.​

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9
Q

Characteristics/Features of Family
* Division of labor:…

A

Each member of the house has duties and responsibilities.​

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10
Q

Characteristics/Features of Family
* Social roles:…

A

…Each family is made up of different social roles, like those of husband, wife, mother, father, children, brothers, or sisters.​

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11
Q

Types of parenting styles

A

Authoritarian
Permissive
Univolved
Athoritative

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12
Q

Disciplining a child means teaching them..

A

responsible behaviour and self-control.

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13
Q

With appropriate and consistent discipline, a child will learn about…

A

consequences and taking responsibility for their own actions.

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14
Q

Discipline
The ultimate aim is to encourage the child to learn to manage both their feelings and behaviour-this is called …

A

self-monitoring.

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15
Q

Physical punishment or inflicting pain on a child to stop them from misbehaving only teaches them…

Children learn how this is done from watching their parents use..

A

that it is OK to solve problems with violence.

physical violence against them.

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16
Q

A dysfunctional family is characterized by…

You might feel forced to happily accept…

A

“conflict, misbehavior, or abuse” [1]. Relationships between family members are tense and can be filled with neglect, yelling, and screaming.

negative treatment.

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17
Q

“A dysfunctional family is…

— Mary Karr

A

…any family with more than one person in it.”

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18
Q

Types of Dysfunctional Families

A
  • Substance Abuse
  • Conflict Driven
  • Violent
  • Authoritarian
  • Emotionally Detached
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19
Q

Sibling Rivalry

A
  • Competition, fighting, and jealousy between siblings
  • Often peaks between 8-12 years of age
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20
Q

Three causes of homelessness can be broken down into 3 categories:

A
  • Structural
  • System Failures
  • Individual
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21
Q

Homelessness
Structural factors,…

A

such as economic and societal issues that affect opportunities, environments, and outcomes for individuals.
This includes poverty, discrimination, lack of affordable housing, and the impact of colonialism on Indigenous Peoples.

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22
Q

Homelessness
* Individual, …

A

where personal circumstances, such as crisis (like sudden unemployment or a house fire), mental health and addiction, housing insecurity, and interpersonal violence, can lead to homelessness.

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23
Q

Homelessness
Systems failures,…

A

where systems of support are inadequately delivered. Barriers to accessing public systems (health, social services, and legal supports), and failed transitions from publically funded institutions i.e. (child welfare, hospitals, and corrections)

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24
Q
  • The child welfare system recognizes oppression experienced by….
A

marginalized groups in society, including African Canadians, immigrants and refugees, Indigenous people, LGBTQ2S+ people, low-income people, people with disabilities and mental health issues, racialized people, and single-mother families.

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25
Q

What are Human Rights?

A

To deny people their human rights is to challenge their very humanity
-Nelson Mandela

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26
Q

Everyone has the following fundamental freedoms:

A

a) freedom of conscience and religion;
b) freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication;
c) freedom of peaceful assembly; and
d) freedom of association.

27
Q
  1. (1) Every individual is equal before and under the law and has the right to the equal _______ and equal _______of the law without discrimination and, in particular, without __________ based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.
A

protection

benefit

discrimination

28
Q

The Ontario Human Rights Code (the Code) provides protection from discrimination in five areas of our lives.

It states that every person has a right to freedom from discrimination in the following areas, known as social areas:

A

*Services, goods and facilities
*Housing
*Contracts
*Employment
*Membership in vocational associations and trade unions

29
Q

Prohibited grounds of discrimination

the Code protects people based on the following grounds:

A

Age
Ancestry
Citizenship
Colour
Creed
Disability:
Ethnic origin
Family status
Gender expression
Gender identity
Marital status
Place of origin
Race
Receipt of public assistance
Record of offences
Sex
Sexual orientation

30
Q

the Code protects people based on Age for
(employment):
(housing):
(all other areas):
What are the ages?

A

– 18-65 years (employment)
16+ years (housing)
18+ years (all other areas)

31
Q

every child from birth to 18 has these rights.

A

*An Opinion
*Special Ed and care if they have a disability
*Good Quality Education
*Right to practice your own culture, language and religion
*Choose your own Friends and join or set up groups
*good healthcare
*Play and rest
*Legal help
*safe water to drink
*nutritious food
*a clean and safe environment,
*information to keep you healthy.

32
Q

“Strive for _________is the most valuable thing to do in life”
-Albert EInstein

A

social justice

33
Q

What is Social Justice?

A

Is the idea of a fair and just relationship between an individual and society.

34
Q

It measures the distribution of wealth, opportunities for personal choice, and social privileges.

A

Social Justice?

35
Q

The principles of social justice include

A

equity, access, participation, and rights.

36
Q

How can you create social justice in the classroom?

A

*Connecting to Students’ Lives
*Creating Classroom Community
* Helping students see each other as co-learners
* Including diverse experiences and backgrounds in classroom materials
* Be honest about who you are and your biases

37
Q

Privilege is

A

a system of “automatic advantages and unearned assets available only to dominant groups of people” (McIntosh, 1989, Ferguson, 2014).

38
Q

We haven’t done anything to _____ these privileges, nor have we specifically sought them out. They are just _______advantages that come with certain aspects of our identities, because of the way our ______ has been structured.

A

deserve
engrained
society

39
Q

Privilege manifests itself in:

A
  • Gender Identity
  • Race
  • Age
  • Education
  • Language
  • Class
  • Sexuality
  • Ethnicity
40
Q

“Privilege exists when one group has something of_______that is denied to others simply because of the groups they belong to, rather than because of anything they’ve …….

Access to privilege doesn’t determine one’s ________, but it is definitely an asset that makes it more likely that whatever talent, ability, and aspirations a person with ________ has will result in something positive for them.”
–Peggy McIntosh

A

value
….done or failed to do.

outcomes

privilege

41
Q

Privilege manifests itself in a multitude of different ways, instinctively, when we think of power, we think of …

A

wealth, status, and prestige..​

42
Q

Types of privilage

A
  • Privilege of Language
  • Privilege of Gender
  • Privilege of Race
  • Privilege of Sexuality
  • Privilege of Education
43
Q

Having Privilege….

A
  • Doesn’t mean you have it easy, or that you didn’t work hard.
  • Simply means that you might not have to overcome the same obstacles that others face.
  • Means acknowledging how these systems have benefitted you, so you can work to ensure these systems don’t present obstacles to others.
  • Is not a bad thing and should not be the root for guilt because systems that have been in place long before you were even born.
44
Q

What is Power?

A

Often privilege leads to power which directly influences the behavior of others. This power might manifest in something as simple as a decision.

45
Q

Categories of Power

A

Reward Power
Coercive Power
Referent Power
Legitimate Power
Expert Power
Informational Power

46
Q

Reward Power is

A

the ability to give rewards when others comply with your wishes. This may not work from one setting to the next.

47
Q

Coercive Power is

A

the opposite of Reward Power. It’s the ability to deliver punishments. While coercion can be effective in the short-term, it creates resentment and individuals will try to end the relationship.

48
Q

Referent Power

A

This is where role models come into play. Referent Power is when somebody wants to be like you. You are their reference model.

49
Q

Legitimate Power is

A

power that comes from a position or role. It’s positional authority.

50
Q

Expert Power

A

“Knowledge is power.” Expert Power is where expertise or knowledge is the source of power. This is where credentials, awards, come into play.

51
Q

Informational Power is

A

not a permanent type of power. Once you give your information away, you give your power away.

52
Q

“With great power comes _______ _______,”- Spiderman

A

great responsibility

53
Q

Who Has Power?
More powerful-“in-groups” ________
Less powerful-“out-groups” ________,_______

A

adults
seniors, children

54
Q

Social group:

A

A group of people who share a range of physical, cultural, or social characteristics within one of the social identity categories.

55
Q

Dynamics of Social Groups
Social statuses:

A
  • Within each social identity category, some people have greater access to social power and privilege based on membership in their social group. the advantaged group.
  • We call group who access to social power is limited or denied, the targeted group.
  • Advantaged: agent, oppressor, privileged
  • Targeted: target, oppressed, disadvantaged
56
Q

Classism

A
  • The system of economic inequity and bias against working class or poor people.
  • Biases towards with lower economic levels tend to be more negative, and bias about people with more wealth tends to be positive.
57
Q

the Anti-Bias Education Goals to Economic Class

A
  • Goal 1- Identity- children will feel pride in their family’s efforts to care for them and earn a living they will feel love and approval separate from gifts and objects.
  • Goal 2 Diversity- children will form deep caring connections across all dimensions of human diversity.
  • Goal 3 Justice- children will recognize unfair and untrue messages about children and families based on their economic status.
  • Goal 4 Activism- children will learn ways to help others without feeling superior to them and to stand up for themselves and others against teasing or rejection based on economic status
58
Q

Equality vs Equity

A

Equality means each individual or group of people is given the same resources or opportunities. Equity recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome.

59
Q

you can use your power to make a difference:

A
  • to speak out, to challenge social norms and systemic oppressions against equity-deserving groups, or marginalized members of society
  • to be an ally and an advocate for social change
  • to listen to other people’s struggles and act on it
  • to make space for others
60
Q

Fairness
2 components of fairness:

A
  • A desire to be fair
  • A desire to let others know that they are fair
61
Q

Why is Fairness Important?

A
  • It creates a feeling of safety, trust, honesty, and respect.
  • It builds trust that is based on truthfulness.
  • It builds loving communities where people care about each other.
  • It fosters empathy because we get to see what others need that we may not need.
  • It ensures that everyone may live his life in comfort and welfare.
62
Q

How can we show children fairness?

A

a. Admitting mistakes
b. Listening to the other person’s point of view
c. Playing by the rules
d. Taking turns
e. Telling the truth
f. Thinking about how their actions will affect others
g. Using the sharing circle to discuss feelings, role play, and solve problems

63
Q

The 4 goals of Anti-Biased Education (ABE)

A

Identity
Diversity
Justice
Activism

ECE Semester 4 (7 decks)

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