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The issues of racism and male dominance; have lived with us since days in memorial. These issues are central to performance of any venture.
It has a unique trait that involves its practitioners being in denial as well as its prevalence being differentiated over time. This affects many sectors; in this paper however we narrow down to its impacts on education. On the other hand, the issue of male dominance as written by Pierre Bourdieu; is also a key aspect that this paper has looked at; together with its significance to education (Dillabough 33).
Pierre Bourdieu and masculine domination
Pierre Bourdieu in the late seventies influenced the approach in the study of gender in education. At that time there was the code model structure; that had a basis in laying down structures that shape governance of the state/social institutions as well as exerting masculine power through capitalistic relations. This formed the basis for His contributions
Masculine domination concept as advocated by Pierre Bourdieu; is one of the central concepts he wrote about. Bourdieu focused on the historical and social conditions that enhance masculine privilege. This privilege deeply entails the relationships between structure in the processes of cultural reproduction as well as the culture itself as its own entity.
He advocated that this concept involved particularly the gender and class categories. In this sense, it is with regard to the social division of labor. This is the primary evidence of masculine dominance (Dillabough 41).
Further study, exposes the contribution of physical expressions such as talking with others or even the walking traits. It is important to note that gender performance was not tagged to transgression of authority but it can be traced back to historical ideas.
The masculine domination is expressed in many ways such as through the communities’ social structures, discourses, the social relationships, and even the representation of the body.
The expression of this masculinity comes in different ways over time. Language and discourse carry more weight in transforming this domination. This affects the education sector in many ways such as; use of language to communicate, the quality of education that the different classes get as well as the disrupted psychological abuse that comes with it (Dillabough 38).
George Die and Racialization
George Die has done a lot with respect to anti-racism and racialization concepts. He advances that anti-racism has both theoretical and analytical bit of it that must we well looked upon. He advances further of the tension that exists today between the deep desires to move beyond race altogether and the shear recognition of what the racially privileged have in possession (Sefa Dei 57).
It is vital for educators to note that; the daily struggle to validate, disseminate and produce knowledge should be geared to resolve the matter. In this matter of racialization; silence doesn’t show of ones neutrality or disinterest in the mater. Therefore it is essential to understand oppression and its relation to racism; and more important those that are institutionalized, for they have more impact to the society.
This concept; brings a number of questions clearly. Can there be racism minus race? And can we experience racism without racists? The answers to these questions speak much about the matter.
Racialization therefore involves the gradual differentiation of positioning of particular groups in a social order. This concept as advanced by George Die; is that it refers to the ideological and symbolic significance of groups in the images seen by the dominant groups. Racialization is extended from individuals to groups in the highly competitive world markets.
This affects social institutions such as schools, courts as they are never neutral. In Racialized communities’ social meanings are described from the social images, symbols that are evident in such societies (Sefa Dei 54).
Therefore, in the educational concept; the focus should be on accepting the existence of racism and that its practices are real. There should be focus on transformation education; where schooling should be radical in nature and learner’s participation is highly appreciated or positively criticized. This is because racism affects the nature of studies, the growth among the learners and the culture within a society. Properly planned curricula would address the issue adequately.
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In conclusion, these two issues when adequately addressed; they can streamline the inequalities in the society and build up a just society. It is essential to begin with acceptance of the denial character among the practitioners of these vices. This should be done objectively as opposed to a subjective approach to solve the matter; as most of these behaviors have historical backgrounds.
Dillabough, Jo-Anne. (2009) Assessing Pierre Bourdieu’s Theoretical Legacies for Feminist Sociology of Education: Culture, Self and Society. In C. Levine-Rasky’s (ed.), Canadian Perspectives on the Sociology of Education in Canada. Oxford: Oxford University Press, 2009. Print.
Sefa Dei, George. Anti-Racism Education: Theory and Practice. New York: Fernwood Publishing Co., 1996. Print.