When faced with injustice people make many different choices. These can accelerate or lessen injustice. Some choices people chose to make when confronted with injustice are to act out violently, speak against the injustice, or to join the injustice. In the sources, “A Class Divided”, “A Short History of Justin Dart, Jr., Father of the ADA”, and, “Antisemitism”, the choices that were made by people faced with injustice were shown to impact injustice in a positive or negative way. In the video, “A Class Divided”, a third-grade teacher taught her class to not have prejudices by making them go through an experiment were blue eyed and brown eyed people were on top of the classroom and had any benefits. On the first day of the experiment, THE teacher asked one of her students what happened outside to which he responded, “Russell called me a name so I hit him, hit him in the gut”, then the teacher asked him, “Did it stop him, John. Did it help?”, to which he …show more content…
By fighting against the injustice, he was able to pass a law that prohibits the discrimination against people with disabilities, in employment, transportation, communication, and government activities. In the article, the quote, “Since the ADA was passed, individuals with disabilities have been able to improve their lives. The ADA is used daily to even the playing field for disabled people...With the ADA as support, individuals with disabilities can and will continue to take strides to improve their lives and their communities,” which describes how by standing up against injustice, Justin Dart, has been able to lessen the injustice to a point of it barely being there on a large scale. Through his actions injustice against disabled people as lessened and has made it possible for them to live an equal
“A class divided” is a video documentary produced by FRONTLINE which illustrates the story contained in a book originally written in 1971. This book was readapted in 1987 by William Peters with a new title called “A class divided: Then and now.” This video tells the story of a third grade teacher, Jane Elliot, who decided to treat kids with blue eyes as though they were superior to those with brown eyes. It also shows the effect her action had on these students up to date.
The Disability Discrimination Act of 1995 set out to end the discrimination people with disabilities encounter. The Act gave disabled people the right to employment, access to goods, facilities, and services and the right to buy and rent land and property. These rights came into force in December 1996, making treating a disabled person less favorably than an able-bodied person unlawful. Further rights came into force in October 1999, including the idea that service providers should consider making reasonable adjustments to the way they deliver their services so that people with a disability can use them. (The DDA...) However, despite these
‘“Now it’s my turn to make it better for generations that come after, which is why I’ve become, involved in disabilities issues”’ (Open University, 2016a).
In his text Brave New World Aldous Huxley imagines a society genetically engineered and socially conditioned to be a fully functioning society where everyone appears to be truly happy. This society is created by each person being assigned a social status from both, much like the caste system in modern society or the social strata applied to everyday society. Huxley shows the issues of class struggle from the Marxist perspective when he writes, “Bokanovky’s process is one of the major instruments of social stability”(Director 7). The director demonstrates that the Bokanovky’s process is a way to control and manage the population much easier. The process consist of creating clones for them to control.
The film A Class Divided was designed to show students why it is important not to judge people by how they look but rather who they are inside. This is a very important lesson to learn people spend too much time looking at people not for who they are but for what ETHNITICY they are. One VARIABLE that I liked about the film is that it should the children how it felt to be on both sides of the spectrum. The HYPOTHESIS of the workshop was that if you out a child and let them experience what it is like to be in the group that is not wanted because of how they look and then make the other group the better people group that the child will have a better understanding of not to judge a person because of how they look but instead who they are as people. I liked the workshop because it made everyone that participated in it even the adults that took it later on realize that you can REHABILITAE ones way of thinking. The exercise showed how a child that never had any RASIZM towards them in the exercise they turned against their friends because of the color of their eyes. The children for those two days got the chance to experience both sides of DISCRMINATION. The children once day felt SEGRIGATED and inferior to the children that were placed in the group with more privilege. Then the next day the children that were placed in the privileged group were in the SEGRIGATED group. The theory is if you can teach a child how to DISCRIMINATE against a person that you can just as easily teach them how not to. Sometimes a person needs to feel what another person feels to understand how they treat people.
Justice is achieved by telling the truth and being courageous. The path to achieving justice is explored in both the play 'Twelve Angry Men' by playwright Reginald Rose and the film 'On The Waterfront' by director Elia Kazan. While triumph can result through challenges and conflict, it is not possible to achieve without justice. However, when faced with inequality and an oppressed society it can be hard for individuals to act courageously to achieve justice. Lastly, when faced with a lack of remorse and empathy it can be difficult to achieve justice. Each text demonstrates the difficulties individuals can be faced with when striving for justice.
The strategy used by third grade teacher Jane Eliott to teach children about discrimination and racism was a great idea. Besides who would be able explain to third graders why Dr. king was assassinated. The children were divided into two groups which consisted of brown eyes and blue eyes. The blue-eyed individuals were instantly happy when they were told they would have playtime first with extra recess time. The brown-eyed people were not allowed to drink from the water fountain nor play with the blue-eyed people on the playground. During recess the brown eyed people expressed how they felt not being able to play with the blue-eyed friends. One child stated that it felt as if his friend was being taken away. A fight was ensued due to the name calling (brown-eyed), one of the children referred being called brown
Throughout the paper, Hare reiterates the example of how sometimes people can claim that they face injustice by spouting out actions or events that they believe is an unjust to them, without providing any substantial evidence or reasons as to why these actions causes them injustice. He explains how this example construes as a bad argument with weak conclusions, providing unsubstantial ideas to society. Before Hare even goes into the rebuttal of the claim...
Denied a job, missed opportunities, dating issues, societal oppression, and political targeting – These are all common examples of what happens when classism exists. Class, the economic or social status of an individual, in America is extremely important and can be easily used as a weapon against the masses. Classism as defined by Merriam-Webster is the "prejudice or discrimination based on class" (Merriam-Webster, 2017). Using class, or economic status, as a view point for an individuals, or group's worth, has been happening for many years. The act of discriminating against someone(s) based on this is at the heart of classism. This discrimination could be passing someone up for a job opportunity. Denying an application to college, apartment,
http://www.ons.gov.uk/ons/dcp171778_270487.pdf [Accessed 28/01/14]. Scotch, R (1989) From Good Will to Civil Rights: Transforming federal disability policy. Temple University Press: Philadelphia, PA. Shakespeare, T (2006) Disability: Rights and Wrongs.
At first glance, sixteenth century Shakespearian drama and the nineteenth century dialectic philosophy expressed by Marx and Engels share no probable relationship to one another. Upon closer examination, however, developments in contemporary Shakespearian England illustrate that the social and economic centralization that generate the necessary characteristics of a proto-modern nation state were emerging in sixteenth century England. The unprecedented urbanized demographic shift created by the Enclosure Acts, which enabled the systematic destruction of the feudalistic relationship between the peasantry and the nobility; the emergence of a state sponsored market economy; the destruction of the Spanish Armada in 1588 and the resulting ascendancy of English navel power; and the galvanizing image of English nationalism contained in the figure of Queen Elizabeth I all provided a compelling backdrop for the existence of modern class based antagonisms within Shakespearian dramatic themes.
Marxism represents the political, economic, and social theories created by Karl Marx and embraces the notion that the struggles between various social classes are a major factor in regards to determining history. In addition, Marx held that the laboring class would eventually overcome the aristocratic or controlling social class, ideals which he documented in his publication The Communist Manifesto. Similarly, I believe the overall motivating force and theme in Emily Bronte’s novel Wuthering Heights is one of Marxist origin in which conflict among social classes results in the majority of events. Although one can argue that the character of Nelly Dean exemplifies these Marxist ideals, I believe Heathcliff is a better personification of the struggle among social classes. The central conflict of the novel between Heathcliff and Catherine Earnshaw is one rooted in division among social class and one that spawns numerous others, ultimately determining the fate of many of the characters. In accordance with the Marxist believe, Heathcliff also provides an example of the laboring class eventually overcoming the owning or controlling class. Furthermore, the time period in which Bronte wrote Wuthering Heights was characterized by changing relationships and turmoil among the social classes.
Being disabled is just a single facet of their life, and they have the same capacity to be happy as anyone else. While these three authors have different reasons to write their essays, be it media unfairness, ignorance, or ethical disputes, they all share a basic principle: The disabled are not viewed by the public as “normal people,” and they are unfairly cast away from the public eye. The disabled have the same capacity to love, desire and hurt as any other human being, and deserve all of the rights and privileges that we can offer them. They should be able to enter the same buildings, have representation in the media, and certainly be allowed the right to live.
When the phrases “class struggle” and “class conflict” are brought up, the economic battles of struggle are what immediately come into most people’s minds. Authors living in the past centuries would often convey their beliefs through the use of poetry. Famous poets such as William Blake, Billy Bragg, and Walter Crane composed poems that emphasized poverty and the idea that there is such a thing as the upper and lower class. It is imperative for one to note that William Blake wrote his poems before the development of Marxism. Blake's London is an account of brutal exploitation. The labor source of 'London' is personified by the chimney sweepers and soldiers in the poem, which form the superstructure, represented by the buildings in which the upper classes live. It is noteworthy that the structural elements are symbolically charged with the marks of the effort of the working class. Churches darken with the filth of the chimney sweepers, and the Palace, which is a symbol for the government, absorbs the blood trickled by the soldier. ("Blake against Britain" 1). He is familiar the personnel as individual people, while reducing the organizations of power to faceless buildings, which are then instilled with characteristics from the working classes from previous parts in the poem. With an absent working class, the ruling classes could not enable their power, yet remain unemotional while those who support them suffer. The Canterbury Tales are a collection of over 20 stories by Geoffrey Chaucer. They also highlight class struggle in an economic aspect. Stephanie Polukis stated that “The order in which the tales are told is by class” (2). People living in the 18th century began to comprehend a whole new concept; the concept of class conflic...
“Every society has some members with disabilities. How the society treats the disabled, takes care of them, and helps them integrate into the mainstream, reflects the kind of society it is. We want ours to be a society that cares for all its members; one that does not ignore the needs of those who are born or afflicted with disabilities. We will bring along all our citizens, the fortunate and the unfortunate, help each of them maximise their potential, and progress together. This is what it means to be a people, and a nation.” (Prime Minister’s Office, 2004).