Understanding Human Diversity

  • Uncategorized

UnderstandingHuman Diversity

UnderstandingHuman Diversity in Context

Thepodcast was a good example of political activism at a local level. Itmainly involves the rise of a political movement to stop the conflictof spending and tax in regards to the public schools. In the podcast,we are told that the Hasidic Jews form the majority of voters in NewYork school district. Since most of their kids are sent to theprivate schools, they see it hard to pay for the service that theyare not using. Therefore, most of them turn up to the polls to electtheir people to the board who will help them make budget cuts.

Myreaction

Ihad mixed reactions after listening to the episode. It was a goodexample of democracy where every person is given the right to expresshim/herself. Like in the case of tax policies, The Jews have tried tofight for their right, thus, democracy by extension. On the contrary,it was fascinating, challenging and a little disturbing.

Conceptsof Liberation and Oppression

Liberationis an act of setting a person free from oppression or slavery.Oppression, on the other hand, is the long and unjust treatment. Inthe NY school district, the popular rule has led to an all-out war.The idea of Majority calls the shots, has been for years taken forgranted in many parts, but not in the case of NY school district. Theschool board disputes, in this case, are not like any other sincethey involve the lawyer threatening to beat up parents, themultimillion-dollar deals, the highest level of the state governmentand the felony criminal charges. There was a truce in the “EastRamapo, New York school district” before the war.

Thepublic school official made an agreement with the ultra-orthodox Jewsneighbors and the Hasidic. They say, “We will leave you alone toteach your children in private yeshivas as you see fit as long as youallow our public budget to pass.” Nevertheless, the budget isfinanced by local property taxes in which all the people includingthe Hasidism, ought to pay although their children attend differentschools. The context shows an act of oppression to the local Hasidimand other local people who do not have their children in thoseschools but still pay heavy taxes for the school`s development.

However,there was anti-Semitism where the Jews were treated unfairly. Itarose when there was an influx of Jews who mostly sent their childrento private schools in yeshiva and not to the local public schools. Onthe realisation of the oppression by the local community, theHasidism, who were the Jews begun to vote in a bloc for Hassidimschool board candidates and they had the majority on the board. Atthis point, they started liberating themselves by cutting services tothe public schools.

IdentityDevelopment &amp Acculturation

TheHassidism acquires the culture of the locals and starts paying taxesto the public school despite the fact that their children do notlearn there. After staying for a while they gang up to go and votefor their person who would free them from oppression by schoolmembers.

Intersectionality

Inthis episode, there was the concept of intersectionality, where wesee Jews who are of the same race working together to achieve theircommon goal. They all send their kids to the private schools unlikethe locals who send their children to the public school.

Conclusion

Inconclusion, the public schools develop because of the input of eachperson, and not only those with kids. A good school system in acommunity helps to improve the quality of education in that communitythus, helping to eradicate poverty. It is everyone`s responsibilityto boost the standards of our local schools because they define thefuture of the community. Though it is our responsibility to developour schools, we have to allow the people to willingly contribute.

References

Gruenewald,D. A., &amp Smith, G. A. (Eds.). (2014).&nbspPlace-basededucation in the global age: Local diversity.Routledge.

Close Menu