Title: Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom - Inquiries Journal
Headings: Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom
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Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom
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Content: There exists a strong correlation between poverty and race, which directly contributes to the achievement gap that exists among minority students in urban public schools and their dominantly Caucasian, suburban counterparts. This correlation results in a shift of power and privilege to the dominant race/culture, and the marginalization of many students, first by social class, and secondarily by race. The strong correlation between poverty and race directly contributes to the achievement gap that exists between minority students and their dominantly Caucasian counterparts. The result is a shift of power and privilege to the dominant group and the marginalization of many students, first by social class, and secondarily by race. Hatt-Echeverria and Urrieta (2003) discuss the conceptual framework termed the “matrix of domination,” which identifies how the stratified power structure is organized, and how power and privilege are circulated among individuals with varying relationships with that power structure (p. 39). Those relationships can differ based on the individual identity of the person affected. Essentially, an African American female student may be affected or influenced differently by an oppressive force than a Latino male. While both students may be struggling with systemic oppression in the form of poverty, they each would be influenced differently by it within the contexts of their own gender and race. Thus, the individual’s place in the “matrix” is determined by his or her own personal backgrounds and experiences. This is an important idea to understand for the teacher.