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Immigrant Oppression of Japan-Americans, 2004.
An analysis of immigrant oppression, with a focus on the internment of Americans of Japanese ancestry.
1,700 words (approx. 6.8 pages), 7 sources, MLA, $ 55.95
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Abstract
This paper discusses the cultural victimization of the Japanese internment marking the beginning of the American entry into World War II. The paper explains that there was no remittance given to any Japanese-American, and ethnicity was the only real determining factor for incarceration within a camp. The writer points out that, even people of significant social importance and wealth, who were second and even third generation Japanese-Americans, were evacuated, as can be attested to by the incarceration and internment of the well-known and well-respected Stanford professor, Yamato Ichihashi.
From the Paper
"Immigrants have always offered a colorful perspective of the lands they choose to settle. As outsiders they can view customs and traditions that the natural born citizen simply take to be a standard practice, in most if not all places. Yet, immigrants make it clear that the world is not so similar and something even as simple as the way a person holds his or her head can be different in nearly every culture. It is with this special perspective that the voices of immigrants color the world in which they live. Yet, as outsiders their perspective or reality rarely achieved appreciation form those who fear the unknown. It is for this reason that the immigrant is often the victim of oppression and subjugation that further colors their view of their chosen culture and can also starkly affect their worldview for the rest of their lives."
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The oppression of American Indians, 1989.
An examination of the nineteenth century exploitation by whites of American Indians. The theft of their lands, reservations and destruction of their Indian heritage.
1,350 words (approx. 5.4 pages), 3 sources, $ 47.95
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From the Paper
" From the Micmac in the Northeast to the Hopi in the Southwest, from the Chinook in the Northwest to the Seminole in the Southeast, the North American continent was filled with Indian tribes when white men first set foot on the shores that would become the United States. For the most part the new white settlers found the Indians to be friendly and willing to trade with them and allow them to share their lands. This friendship would not continue, however, as the white populations grew and exploited the Indian. Much of North America was rich in natural resources which the white men wanted. They also wanted the lands that would provide homes and farms for the constant flow of immigrants that were to arrive.
For the most part the United States government and wealthy easterners were responsible for the Indians losing their land."
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Indian Givers: How the Indians of the Americas Transformed the World., 2008.
A Critique of Jack Weatherford's "Indian Givers: How the Indians of the Americas Transformed the World."
1,495 words (approx. 6.0 pages), 1 source, MLA, $ 49.95
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Abstract
The paper discusses that the term 'Indian giver' has come to be a synonym for someone who gives something, only to take it back. The paper further explains that it was the Indians who were forced to give to the Europeans--their knowledge about farming and fishing in the Americas and ultimately their land. The paper discusses that in Jack Weatherford's book, "Indian Givers: How the Indians of the Americas Transformed the World," the exchange between Europeans and Native Americans was an unequal one, with Europeans taking of the positive benefits of the New World, while the Indians were doing all of the giving. The paper concludes that unwittingly, the Indians found themselves the recipient of the evils of European civilization, like slavery, and a disrespectful attitude to the land.
From the Paper
"According to Weatherford, the early post-Columbian contact of the Europeans with the native populace actually enabled the Industrial Revolution to change Europe, and ultimately the world. "Had Europe and America not come together through Columbus or some other connection, the industrial revolution would never have happened in the way we know it," because Europeans would never have gained access to the metals of the New World, or to Indian mines (Weatherford 57). This contact also generated the money economy of Europe and fueled a shift to a European economy based upon real, hard, convertible currency. Metal-based currency also was critical in fueling industrialism and world trade. By beginning the book with tales of South American encounters with Europe, which were particularly brutal and unequal from the beginning of the Indian-European relationship, Weatherford initiates a tragic tone, explaining how enslaved South American Indians mining gold and silver in Potosi supplied the precious metals for most of the European coins that generated wealth for the Old World at the expense of the liberty of the New World."
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Oppression in Literature, 2004.
This paper discusses the conceptualization of oppression, such as gender and social class stratification, in literature.
2,280 words (approx. 9.1 pages), 6 sources, APA, $ 70.95
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Abstract
This paper analyzes the theme of oppression, specifically gender and social class oppression, in the context of seven literary works: "Candide" by Voltaire, "Pride and Prejudice" by Jane Austen, "Notes from the Underground" by Fyodor Dostoevsky, "A Doll's House" by Henrik Ibsen, "Their Eyes are Watching God" by Zora Neale Hurston, "Things Fall Apart" by Chinua Achebe, and "The Metamorphosis" by Franz Kafka. The author posits that there is a universality of experienced reality among the writers as they focus on almost the same preoccupation with inequalities in human society, especially those concerning socioeconomic class and gender differences. The paper relates that the oppression of women is a common theme shared by the writers, noting the prevalence, dominance, and perpetuation of gender oppression regardless of race; the works of Hurston and Achebe look into this type of oppression among the African-American communities, while Ibsen's and Austen's works center primarily on white Americans.
From the Paper
"In "Candide," Voltaire portrays a different view of oppression-that is, from the perspective of a member of the elite class, the protagonist Candide. In the story, the writer argues that the high stature of Candide and people close to them have made them vulnerable to oppression, especially in a time where rational thought and intellectual development is not a common characteristic of the individual in society. The increased vulnerability of the elite class to suffering is marked by the increased hostility by society about the extravagant ways of the rich people. Despite the material difference between the rich and the poor, "Candide" ultimately reflects how intellectual development among the elite created a specific kind of divide wherein the lower classes felt oppressed. In order to counter this 'perceived' oppression, the lower class has responded by oppressing the elite class instead, taking advantage of conflict and wars to subject them to disunity and let them become peasants or slaves."
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Oppression, 2008.
A discussion of the forms that oppression can take and how it affects those who are oppressed.
1,239 words (approx. 5.0 pages), 1 source, MLA, $ 42.95
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Abstract
This paper discusses issues of oppression, such as marginalization and violence. It looks briefly at the example of Jews in Nazi Germany and the oppression that they faced. The paper then discusses the forms of oppression that are found today in Canadian society and how it impacts the people who are oppressed. Lastly, the paper looks at the issues of oppression with regards to nursing and the writer discusses her own experiences with the problem.
From the Paper
"The first essential point of being able to distinguish the various forms of oppression is to be able to identify oppression. In the case of nurses, for example, it can be very difficult to realize that oppression is taking place at first because it is subtle and it systemic (Young 34). Systemic oppression is not easily identified; with Native people, their present marginalization can be interpreted in terms of the way society is structured or the status quo. Among many groups such as nurses, their experience of oppression is not reported because they are uncertain that they are even being treated unjustly. In order for feminists to effectively deal with the issue of oppression and to eradicate it, they must know where the barriers and institutional forces are located that cause oppression. Not all groups are affected to the same degree or in the same way by oppression."
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"A Lesson Before Dying": Societal Oppression in 2005, 2005.
Speaks of the parallels between the oppression that existed before the civil rights movement as spoken of in Ernest J. Gaine's famous novel, "A Lesson Before Dying", and the societal oppression that is still felt today in 2005.
1,454 words (approx. 5.8 pages), 1 source, MLA, $ 48.95
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Abstract
Ernest J. Gaines' famous novel, "A Lesson Before Dying" accents the tension inherent among African-Americans across the country during the 1940s. This essay draws parallels between the societal oppression felt by African-Americans before and during the civil rights movement and the oppression that is still felt by young Americans today.
From the Paper
"Gaines's novel examines the difficulties facing African Americans in the rural South during the 1940s, but the historical content covers nearly a century. Between 1910 and 1970, more than six million blacks left the South. During this time, the Civil Rights Movement did much to increase civil equality among the races. But, these strides did not come without blood, sweat, and tears. Jefferson's struggle in the novel parallels the paramount effort, determination, and persistence made by many African Americans during the Civil Rights movement. The road was long, but the benefits of staying the course were innumerable. College students can learn a lot from Gaines's novel. Discrimination and oppression still exist in 2005 even though it has taken on new forms and faces. No fight worth fighting is ever easy, and if college students want to change society, they must stand for their rights and use their voices."
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Segregation in the American South, 2002.
Accounts for the rise of racism and oppression in the American South from the mid-19th century until today, showing it as an alternative form to official slavery.
3,650 words (approx. 14.6 pages), 19 sources, $ 133.95
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Abstract
In this essay, the history of post-Civil War slavery is described in relation to political and economic changes that altered the traditional structures of American southern societies. While slavery was officially abolished, the fundamental beliefs about the role of the African American in "white" society remained entrenched in Southern communities. This paper describes how racial segregation has developed in the American South from mid-19th century efforts to restructure the relations of (former) African American slaves in contexts of agricultural changes, economic demands and deeply-seated beliefs about racial superiority. In some ways, the abolition of slavery can be seen as producing an alternate system of racist oppressions that persist to this day in the American South.
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Child Welfare among the Pacific Northwest Indians, 2008.
A discussion of how understanding the child-rearing practices of the Pacific Northwest Indians and Alaskan Native Indians is important in providing the best welfare service to their children.
1,590 words (approx. 6.4 pages), 8 sources, APA, $ 52.95
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Abstract
This paper discusses cultural competence within the context of the Pacific Northwest Indians and the Alaskan Native American. The paper describes family and community approaches to child welfare practice and also looks at social and (to a lesser extent) racial constructs in these societies. Finally, the paper at various times touches upon the lessons that a careful study of Pacific Northwest culture can offer to a child welfare agent eager to do the right thing.
From the Paper
"About the Coeur d'Alene tribe somewhat less is known but it is known that kinship was bilaterally based and that the same terms were used to address a cousin from the mother's side of the family as from the father's side of the family (Frey, n.d.). Whether or not this sort of practice is still in place is hard to determine (the evidence is scant) but, to the extent that any members of the Coeur d'Alene still cling to the "old ways", it is advisable that child welfare representatives respect the fact that Coeur d'Alene families are extended and close-knit and that a child's well-being is everyone's concern."
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?Pedagogy of the Oppressed?, 2002.
Discusses Paulo Freire's educational theory "Pedagogy of the Oppressed" in relation to American education.
3,668 words (approx. 14.7 pages), 5 sources, APA, $ 101.95
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Abstract
This paper is a discussion of one of the more radical and influential theories of education, Paulo Freire's "Pedagogy of the Oppressed" and its relationship and applicability to the proposed reauthorization of the Elementary and Secondary Education Act (ESEA), the guidelines used by public schools throughout America to determine the effectiveness and purposes of elementary and secondary school education. Freire, a Brazilian educator and theorist, was driven from his native Brazil by a military coup, an act that allowed him to bring his revolutionary approach to pedagogy directly to other educational systems. Although conceived as a response to adult illiteracy within oppressive Third World regimes, Freire's unique way of looking at education in general has strongly influenced educational philosophy in many other settings. This paper considers whether his radical approach, which argues that truly effective education can only be achieved as a participatory process, without which it perpetuates the destructive roles of oppressor and oppressed, can have any relevance within the traditional American academic process. Looking at ESEA guidelines from a Freirean perspective allows the educational scholar to reconsider the effectiveness of this traditional approach and contemplate the philosophical underpinnings that inform it.
From the Paper
"The act goes through each of the four themes, making detailed recommendations about how each can be achieved. It is singularly lacking, however, in two critical areas. First, it does not provide for a comprehensive plan for funding these recommendations, because it does not spell out the steps necessary to reach these ambitious goals. For example, one recommendation for raising classroom standards is to support educational options, such as establishing more magnet schools, but the act gives no indication of how much these measures might cost or how those costs might be met."
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American Croatians and African Americans, 2008.
This paper provides a cultural comparison of American Croatians and African Americans living in Connecticut and explores its applications for education.
2,905 words (approx. 11.6 pages), 15 sources, APA, $ 86.95
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Abstract
The paper researches first generation Croatian Americans and African Americans living in Connecticut. The paper examines the cultural differences between these two groups who both have histories that are distinguished by conflict, oppression and a difficult assimilation into American culture. The paper then shows how two groups of notably different native identities can be subject to similar strategies of educational inclusion.
Outline:
Introduction
Methodology
Cultural Study
Cultural Comparison Discussion and Findings
From the Paper
"What is perhaps most unique about the United States is that it is today a nation almost totally founded by immigrants. As such, it possesses a diversity in cultural, ethnic, artistic and ideological background that is unprecedented. Ironically, it is also a nation that has a deeply defined sense of self, with a nationalist identity, a cultural disposition and a collective ideology that is pointedly American. Public education is often left in the trying position of sorting out the paradox in this proverbial melting pot, orienting such institutions and their instructors with the important task of finding balance between the preservation of native cultural identities and the advocacy of a shared set of values. This is naturally an ongoing process, subject to change, of course with the flow of history. However, within the context of the discussion yielding such characteristics between the two groups as those which will proceed in this research, there may be some illumination for educators as to how two groups of notably different native identity can be subject to similar strategies of educational inclusion."
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Oppression of Women, 2007.
This paper discusses the theme of oppression of females in the short story "The Yellow Wallpaper" by Charlotte Gilman.
2,465 words (approx. 9.9 pages), 5 sources, MLA, $ 75.95
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Abstract
In "The Yellow Wallpaper" Charlotte Gilman provides a timeless blueprint of the oppression of women in her era as she illustrates, through the eyes of a narrator, what women of that era endured. The writer examines the short story and discusses the many underlying themes, with a focus on feminine oppression. The paper explains that oppression of females was an accepted practice at that time. The paper contrasts this to members of American society who were born within the past three decades; they have grown up with the understanding that women are equal partners in life. The paper describes how the feminist movement in America exploded during the 1960s and from that time, women have entered the work force in record numbers. The paper portrays how the story is an excellent example of the subtle but difficult walls that women encountered in their daily lives during that time.
Outline:
Abstract
Introduction
The Story
Analysis
Anarcho-Syndicalism: Questions And Answers
Conclusion
From the Paper
"The story is told from a narrator's point of view in which a woman and her retired husband, who was a doctor, rent a mansion for the summer. The need to rent the summer mansion stems from her ailing health as she needs time to recuperate from an illness.
"Today women who are recuperating from illness or injury are often encouraged to resume their normal duties and activities as soon as they feel able, but in keeping with the story era this wife is "forbidden" by her husband to partake in any of the things that give her pleasure."
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Learned Oppression, 2002.
Examines the concept of a "learned oppression" as presented in two books on social theory.
1,650 words (approx. 6.6 pages), 2 sources, $ 62.95
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Abstract
This paper compares the theme of a learned oppression as drawn from the books "The Bonds of Love" by Jessica Benjamin and "Black Skin, White Masks" by Frantz Fanon. These books suggest that society is exclusive due to learned oppression that is accepted by the oppressed as a way of life.
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Racial and Pedagogical Oppression, 2004.
An analysis of the community action against racial and pedagogical oppression.
1,677 words (approx. 6.7 pages), 3 sources, MLA, $ 54.95
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Abstract
This paper discusses the works of three significant individuals who have contributed to the development of the civil rights movement and educational reform in America. Martin Luther King and Malcolm X served as bastions and role models of the movement against racial prejudice and discrimination against black Americans. Their contributions to the movement are discussed by an analysis of their speeches seeking the black Americans? emancipation from the social bondage of racial prejudice. Paulo Freire, meanwhile, discusses the oppressive nature of the educational system by conceptualizing a framework, which he terms as the "banking concept of education". The paper presents a discussion of each discourse written by these three individuals, explaining how each discourse contributed to increasing social awareness among the American citizenry during the period and helped create social changes that ultimately characterize the pluralist kind of society that American society is at present.
From the Paper
"The 1960s marked an unprecedented development of ideologies and social movements, which aimed to provide alternative perspectives and solution to the increasing problem of civil disorder and restlessness among various sectors of the society, particularly those differing in race, gender, age, and even educational attainment and social class. Two of the most prominent movements that have been formed and developed during this period are the civil rights movement and the educational reform. The civil rights movement that has become popular and powerful during this period traces its roots from the issue of racial discrimination against black Americans. Educational reform, on the other hand, was spurred from new ideologies that came along with the dominance of the new socialist movement, which looks at the oppressive nature of the current social order extant in the educational system of America at the time."
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Traditional Healing in Native Canadian Indians, 2006.
An overview of the medical and social problems faced by Native Indians and suggestions of how to deal with some of these problems.
2,004 words (approx. 8.0 pages), 12 sources, MLA, $ 63.95
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Abstract
The paper briefly explains the history of Canadian Indians. The writer details the pattern of death and the main diseases that affect the Canadian Indians, including lifestyle related diseases, infectious diseases and the increased number of violent deaths. The paper discusses the high rate of drug abuse, and suicides found in this group of people. The writer explains that most articles written about these issues suggest the need to increase income, education and social opportunities for Indian youth and adolescents. In conclusion, the writer states that the Indian communities have adapted and integrated both traditional and western approaches to fit their own unique sociocultural needs.
From the Paper
"Native Aboriginal also have an increased risk for diabetes. This is probably because their original diet was low in simple carbohydrates and over the centuries, their bodies adapted to this regime. Diabetes is 4-8 times more common in Canadian Indians compared to the general Canadian population. In some Indian communities, up to half of all adults have diabetes. Indian Elders suffer from higher rates of complications from diabetes. Unfortunately, the individuals least open to the regimen of western medicine are Indian elders, making proper treatment of their diabetes more difficult. They are not able to return to the original diet of their ancestors and often die early of complications. "Also there are numerous challenges facing these same individuals, families, and communities in their struggle to reduce the harm due to substance use/abuse. Among Indian and Native people, special challenges include whether or not, and, if so, how to adapt treatment or prevention programs for use in their own communities. Another challenge is how to draw upon and incorporate cultural values, skills, and knowledge into this struggle. In addition, how to reconcile certain cultural practices, such as the ceremonial use of tobacco and peyote, with messages about harmful substance use continues to be a challenge as well. Others include how to develop self-sustaining programs once private, state, or federal support for their start-up has ended. For instance, the Wheel Council uses traditional arts like storytelling as a means to heal social problems such as racism, drug addiction, violence, economic injustice, health crises, child abuse and neglect."
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Miami Indians, 2002.
An examination of the importance and contributions of the Miami Indians, particularly to Ohio.
2,503 words (approx. 10.0 pages), 6 sources, MLA, $ 76.95
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Abstract
This paper discusses the Miami Indians, the existence of whom were recorded by French explorers and missionaries as far back as the early seventeenth century. In particular it examines how The Miami Indians in Ohio were defeated by white encroachment on their lands and the government policies of western expansion. It analyzes how their influence in Ohio was significant although not as profound as that of Tecumseh and the Shawnees. It looks at how their major contributions were in agriculture and preparing decorative skins. It evaluates how although the Miami Indians were traditionally a society of warriors, they were unable to successfully combat the overwhelming strength and policies of U.S. Government forces and ended up defeated and diminished as was the history of all Native Americans.
From the Paper
"The Miami were known as the tattooed or naked Indians. They were lighter in color and shorter than other Illinois tribe. In spite of the severe weather of the Great Lakes region, they wore skins, leggings, and moccasins during the winter. During the summer, they wore only breechcloth and moccasins, which exposed intricate tattooing on their skin. Men wore unornamented skins most of the time. Fringed, beaded, and quilled clothing were worn for festive occasions. Women usually were lightly tattooed on the cheeks or chin. White men could never duplicate the skill of preparing skins, making the Miamis skins much more desirable. As trading continued, the Miami women used brooches and glass beads to add prestige to their clothing. They developed techniques to get striking effects such as skillful applique and nickel-silver decoration (Murdoch, 21). But even the finest of these skins was discarded by Miamis whenever they could secure European cloth (Anson, 20)."
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