Colonial and Post-Colonial Mentalities in the Middle Passage

One of the most baffling aspects of European interest in African people is the civilizations collective distaste of and fascination with people of African descent. The initial journey into Africa, and the planning that preceded it, spawned many of the most enlightening theories about African people. These theories, usually in support of African savagery and inferiority and in favor of European superiority and civility were based in the colonial mentalities of that time. Of the most notable theories is the idea that African religious system was pagan and that African people were inferior because of their darker skin pigmentation and â€Å"beast-like† nature. These theories dispersed rapidly across the globe, and even today people of†¦show more content†¦Such, as collectively known, was the initial rationale upon which colonialism was executed. Proponents of colonialism, more importantly the Trans-Atlantic slave trade, used the inferiority of Africans to advance the cau se of slavery and the acquisition of African slaves. Africans were cattle: something merely to be herded, transported, and disciplined if they didnt do what they were told or if they acted contrary to the intention of their master. This is evident throughout the Middle Passage, especially in regard to captain Falcon for he held a specific chagrin for the Almuseri. Calhoun states, â€Å"A woman pitched her baby overboard†¦At least two men tried to follow , straining against their chains, and this†¦brought out the worst in falcon†¦he beat them until blood came† (Johnson 66). Like many masters, Falcon felt obliged to discipline his slaves in whipping; this helped to draw the distinction between owner and property, European and African, Master and Slave, Superior and inferior. In addition to highlighting many of the colonial ideologies and mentalities of that time, the Middle Passage also presents Rutherford Calhoun as a middle man between the Almuseri and the Europeans on The Republic. This post-colonial perspective plays out in the idea that although Calhoun is of a lighter complexion, he is no longer wholly African, but he isnt European either. His position is determined by how he relates to the people around him—his shipmates and theShow MoreRelatedSkin Differentiation Within The African American Community1516 Words   |  7 PagesAfrican Americans are constantly haunted by their past. There are sayings that African Americans do not have a direct cultural connect to their initial West African roots. Different factors, which resulted from enslavement of Africans during the colonial period, generated a gap between ancestors. Besides the fact that slaves were sold and taken away from family, the different sub cultural groups within the slave comm unity were treated differently. The horrifying fact slavers/masters raped black womenRead MoreEurope and the New World: New Encounters4462 Words   |  18 PagesWestern traffic to the East âž ¢ A number of people became interested in reaching Asia by sea âž ¢ Merchants, adventurers, and government officials had high hopes of finding precious metals and new areas of trade Religious zeal ⠝â€" A crusading mentality was strong in Portugal and Spain The Mean ⠝â€" The expansion of Europe was connected to the growth of centralized monarchies during the Ren. âž ¢ Ren. Expansion was a state enterprise âž ¢ By the 2nd  ½ of the 15th century, European monarchies hadRead MoreReligious Unrest in Nigeria9418 Words   |  38 Pagessouthern half of contemporary Kaduna State, an area populated by some 15 Middle Belt minority ethnic groups. The emir claimed suzerainty over this area. After colonization, a number of the minorities, including the Gbagyi, who are the indigenes (first occupants) of the area where Kaduna city developed, converted to Catholicism and various Protestant sects. The emir of Zazzau, however, continued to assert his jurisdiction over Middle Belt minorities. Some liberal Muslims are generally opposed to a nonsecularRead More Achebe’s Inability to Understand Conrad’s Heart of Darkness Essay3028 Words   |  13 Pagescontact does not, and probably will not happen (Conrad 19). Conrad assumes no task of presenting a good, objective or factual image of Africa, as Achebe would prefer; instead he critically exposes a refraction of this image in the European white middle class tainted perception. Indeed, many normal readers, whom Achebe credits to be well armed to detect and resist underhand activity from the part of a writer, read into the novel its universal psychological implications that override AfricannessRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagestheir periphery and a second round of even more devastating global conflict. The bifurcated international system that resulted from the cold war standoff extended the retreat of globalization, but nurtured the liberation of most of humanity from colonial rule. 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The Effects Of Advertising On Our Young Girls And Women

Maya NinoDrucker English 5 11 November 2014Prompt #1Effects of Advertising on WomenAdvertisements of today are overwhelmingly sexual with undertones of hostility and degradation towards women. It does not matter whether the advertisement is directed at men or women, boys or girls. It may be overt or it may be subtle, but there seems to always be an underlying theme of pervasive sexuality and enmity. The mental, emotional, and social impact ofthese advertisements may be adversely affecting our young girls and women of today. The effects of advertising have gone beyond persuading women to just buy products. â€Å"These media messages link thinness with love and happiness, often solely in terms of having the right body to attract the opposite sex† (Hesse-Biber 770). Women and girls of all ages are buying into an idea that is detrimental to their self worth, personal identity, and physical and mental health. Women would not be buying into these ideas if it were not for the men pe rpetuating them and forcing these stereotypes and unrealistic ideals onto women. Females in our society are gleaning idealistic and harmful aspirations from the advertisements that are bombarding our media-based culture; however, the teaching of media literacy through education may help to raise awareness in order to diminish the damaging effects on the women and girls of today.Results of a study done at the University of North Carolina at Chapel Hill suggest, â€Å"that watching even 30 minutes’ worth ofShow MoreRelatedDoes Advertising Affect Self-Image1116 Words   |  5 Pagesof inadequacy and insecurity to sell us their products. While these marketers believe that advertising only mirrors societys values and alerts them to new products and bargains, they are either oblivious to their detrimental effects on society, specifically the teenage and female markets, or are ignorant to the truth. 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Reflective Journal Assignment Free Essays

string(98) " Many views of differentiation are teacher-centric, viewing the process as created by he teacher\." Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. BY PhDKaur Reflective Journal Assignment 3 i) Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. it) Reflect on the GTC research ‘How does collaborative Continuing Professional Development (CPD) for teachers of the 5-16 age range affect teaching and learning? † Reflect on the role of the professional teacher in the light of the GTC professional standards and the National Standards for Qualified Teacher Status. We will write a custom essay sample on Reflective Journal Assignment or any similar topic only for you Order Now You should link this paper to reading on teacher professionalism and opportunities for professional development. Professional Tutor: word count: 2000 Part 1 Introduction The challenge of achieving progression for a group of students, each representing individual learning backgrounds and different levels of ability, has been an area of considerable professional development. If students are expected to make different rates of progress, then their experiences in the classroom must be tailored to their individual learning n pupil learning. Thus, differentiation arguably nas the greatest impact on My teaching groups represent a diverse range of abilities and needs including English as an additional language (EAL), disabilities, or academic talent. Differentiation is synonymous with the umbrella term ‘personalised strategies for learning’ and encompasses Assessment for Learning (AFL) and inclusion. Convery and Coyle (1993) demonstrate the significance of differentiation as the entitlement of every learner to have his/her individual needs and abilities catered for, and the teacher’s responsibility to find effective ways of managing those needs matching them to appropriate teaching and learning styles. However within the current education system, individualised learning for all in a class of 30 pupils is compounded by inadequate behaviour for learning and constrained resources. Professional development My initial perception of the purposes and strategies of differentiation consisted of an expectation that all learners were expected to achieve the highest levelled learning objective, through a system of differentiated instruction. I struggled to understand what differentiation meant in practice and where it aligned with my personal perspectives of education and classroom values. The lack of clarity around regarding my expectations of differentiation meant that although I planned for progression in lessons, I failed to appreciate its value in learning for the individuals in the class. In practice, differentiating by outcome involved whole-class activities, with prior assessment data determining pupils’ individual targets. Pupils expected to achieve the ‘most’ learning outcomes did not, as I focused on supporting pupils of lower ability, thus different groups of pupils did not make sufficient progress. The dynamic model of learning processes (O’Brien and Guiney, 2001) greatly nfluenced my philosophical and professional perspectives of differentiation. This 3D model encompasses a holistic view of the learning process, where pedagogical, emotional and cognitive factors must be synthesised in order to enable the learner to develop autonomy and self-awareness. The model states that differentiation should not be construed for pupils with SEN, nor should it be a purely reactive response, with teachers intervening when learners experience difficulty. I adopted the model as a framework for my planning, a key strength being the goal in achieving autonomy for the learner, as differentiation targets the development of elf-awareness. In practice this meant providing challenge and choice-making opportunities, through problem-solving activities, questioning knowledge as objective truth and reflecting upon the answers that students can or cannot give when confronted by uncertainty. The model suggests that questioning their own beliefs is most likely to be achieved through interaction with others, a beneficial approach as the pupils at Highbridge Academy needed to develop social skills such as team work. Shitting my tocus trom a ‘pupil-labour premium’ mindset to gauge the success ot learning activities i. e. he pupils were able to achieve the task set, towards an attitude whereby I consciously planned the development of pupils’ self-awareness was a crucial step in my professional development. An example of where this belief was put into practice was a lesson developing the concept of density with a Year 7 group. Students were given a list of possible activities they could complete to learn about density. The activities included: using a water table to explore properties of various objects, measuring the volume and mass of objects and calculating their density, reading about density in the textbook and watching a video showing density xperiments. The activities were based on visual, auditory, kinaesthetic, and tactile learning styles. Students had to choose and complete a minimum of two activities, from two different learning styles. These ‘choice boards’ were organized so that students chose options focusing on several different skills. Reflecting upon the lesson it was clear that the ‘buzz’ created in the classroom was not entirely due to the novelty of the lesson format but due to the structured activities encouraging independence and self-realisation of their own skills. Some pupils, whose prior data indicated they would not achieve the higher level learning bjectives, were able to achieve higher levels than expected. The following lesson, I used a similar format, grouping pupils together and observed that many pupils naturally gravitated towards certain roles (e. g. recording, observing, organising). In order to develop team-work skills and awareness of how teams work it was important that I made pupils aware of these roles, especially those that did not come naturally to them. The creation of an environment involving mutual support of each other’s learning was a turning point in shaping my classroom culture. Upon reflection it is obvious that this insight required me to move onto less didactic ethods of teaching. Schon (1983) values the capacity of teachers to ‘step away and undertake ‘reflection-on-practice’, enabling teachers to gain confidence and intuitively respond to needs by reflecting. Following a series of ‘choice board’ lessons in the 7K Forces unit I consciously planned activities which encompassed the wider skills, knowledge and understanding of science and pupils’ learning experience. Thus my view of differentiation developed to encompass a long-term goal of enabling pupils to become confident, self-aware learners. Conclusion Many views of differentiation are teacher-centric, viewing the process as created by he teacher. You read "Reflective Journal Assignment" in category "Papers" My study of Wgotskys zone of proximal development (the gap between the actual development level as determined by independent problem solving under adult guidance or in collaboration with peers) reinforced the need to plan the teacher-student dialogue in order to focus on emerging skills and abilities and to give students control in shaping their learning experiences. (Ugotsky, 1962). The teacher- student relationship and the pedagogical environment created, shape the quality ot learning experiences for the learner, now and in their future. My experience shows hat responding to learner’s needs intuitively is a key component of AFL and differentiation. Differentiation should not be considered a concession to lesson planning, but underpin an entire teaching approach. It is equally the responsibility of the pupil and the teacher, as pupils must be prepared to identify when they need support in their learning to become independent learners. However, in order to contribute to the end of having learners become self-determining members of their community at the levels they are most capable of achieving, then they require opportunities to exercise choice in their learning choices. art 2 The GTCE’s 8 codes of professional practice highlight a series of aims that distinguish the teaching profession’ (GTCE professional standards, 2009). Initially, I associated being a professional with a pre-determined product and brand image than with pedagogy. My superficial interpretation of teacher professionalism comprise d of adopting behaviours in accordance with a ‘paradigm’ of teaching that I assumed was expected from me from my peers and mentors. The QTS standards were a reference guide but provided a purely mechanistic outline of accomplishments validating my aptitude to teach. Current research regarding effective CPD Researching other viewpoints of professionalism and my experiences over the training year has shaped my professional ideologies and perspectives. Fundamentally, teaching centres on the concept of the ‘reflective practitioner’. Schon (1983) called it the knowledge acquired through ‘reflection in action’, and my experiences have highlighted four essential characteristics: competence, craft, collaboration, and continual reflection. These are reflected within my goals, abilities, standards and the development of the these qualities will directly impact the effectiveness of my teaching, Pratte and Rury (1991, p. 2) defined teaching as ‘a craft profession, built on a conscience of craft, rather than a conventional ideal of professionalism’. They argued that teachers need embodied knowledge to perform their Jobs, ‘something that they learn by doing and that is experientially learned, rather than acquired in a systematic, highly formal fashion’. However, research has shown there should be a personal entitlement to professional development throughout a teacher’s career, one that is not link 2005). ed solely to school targets but personalised and structured (Cordingley The use of the term ‘reflective practitioner’ logically entails that CPD must also be ooted in extended reflection. However, Schools often rely on ‘one-off workshops to achieve these aims, a shortcoming highlighted in an Ofsted 2009 CPD report. These approaches to CPD appear insufficient to foster learning which fundamentally alters what teachers teach or how they teach (Boyle, Lamprianou and Boyle, 2005). To support effective CPD and to ensure that acquired knowledge and skills are consolidated, implemented and shared with other teachers, research advocates collaborative CPD programmes. Sharing the expertise, knowledge and skills of teachers in the same school, in other schools and using consultants to provide in- chool programmes of support can tackle specific needs (Ofsted, 2009). Levin and Rock (2003) claim that teachers involved in collaborative CPD can become more reflective, critical and analytical when they think about their teaching style in the classroom. Little (1993) lists four categories of professional interaction that builds a culture of learning in practice where teachers: Engage in focused discussions about teaching and learning Observe and evaluate the teaching of their colleagues Engage in collaborative planning and design of lessons Actively teach each other and take leadership roles offering workshops This distinguishes a professional culture, where it is the responsibility of the community administrators to assure quality of the teaching staff, from that of a bureaucratic culture where administers are responsible. One of my professional goals is to strive for innovation in my practice. Collaborative CPD has been shown to foster an environment of active risk-taking where teachers try new ways of working, moving beyond the safe and familiar’ (Humes 2001). This can often be stressful when confidence is undermined by a lack of experience. Cordingley et al. (2005) suggested collaboration provided ‘moral support to teachers s they work through making difficult changes’. In order to adapt and learn from experience, essential for developing the capacity to bring about purposeful change, higher order thinking is required. Resnick (1987; cited in Land and Jonassen 2008) stresses the importance of the social setting to cultivate the disposition to engage in metacognitive strategies, closely aligned to Wenger’s (2007) concept of a ‘community of practice’ a notion of teachers’ adapting and learning from experiences gained through the actual practice of teaching and their mutual involvement in ‘study groups’. Such study groups would encourage risk- taking and provide an effective locus for learning about and inquiring into the teaching of thinking and related topics (what Shulman and Sherin (2004) refer to as a ‘big idea’). Cordingley et al. ) recommend the use ot research literature as a springboard for experimentation within CPD groups carrying out exploratory lesson planning. This promotes understanding and use of the relationship between abstract theoretical knowledge and experiential knowledge gained through direct classroom experience. Crucially, t his ‘big idea’ connects to the broader professional concerns and rofessional lives of teachers. It provides a platform where teachers can become more knowledgeable about the theory and practice of learning and teaching, motivation, and contemporary issues in education beyond their academic obligations of the PGCE. Additionally, teachers maintain an awareness of educational matters beyond the immediate scope of teaching. In light of this research and my experiences I have identified the following key areas for professional development next year. Firstly, I will develop self-evaluation, observation and peer review skills, professional dialogue and feedback. Secondly I ill dedicate an hour a week to reading professional Journals and texts. This can have very beneficial results, especially if what is read is reflected on in peer discussion. Thirdly I will focus on developing resources with colleagues, which should guard against isolation and repetition of ideas and work. I believe researching existing effective practice will help me as an NQT, to keep an eye on the wider world of education. In conclusion, effective CPD requires structured, peer-centric reflection. This does not depend solely on the school’s provision but my own efforts in reviewing my progress and targets throughout the formative NQT year. How to cite Reflective Journal Assignment, Essays

Equality Diversity Sample Essay Example For Students

Equality Diversity Sample Essay You should utilize this file to finish your Assessment.1The first thing you need to make is salvage a transcript of this papers. either onto your computing machine or a disc 2Then work through your Assessment. retrieving to salvage your work on a regular basis 3When you’ve finished. print out a transcript to maintain for mention 4Then. travel to www. vision2learn. com and direct your completed Assessment to your coach via your My Study country – make certain it is clearly marked with your name. the class rubric and the Unit and Assessment figure. Name: Rano Raynor Gakhal-Heron 1. Describe a scope of appropriate fact-finding methods that can be used to research diverseness in a community. Scope of age. Sex male to female ratio. Different religion/faiths. matrimonial position matrimony A ; divorce statistics. Ethnicity how many types of cultural minority there are within the Sandwell Area a method to reseacrh the types of differences could be undertaken by look intoing by observation by one or more observer. This could happen at a specific topographic point. such as a local high street. over a peculiar timescale such as peak times lunchtime for illustration. after school coatings on a specific day of the month. The research workers would so detect passerby. observing their differences and using an observation sheet in order to put them into specific classs. for illustration age scope and gender. or gender and ethnicity. Making a simple questionaire would besides be effectual that manner you would roll up information from Numberss of passers by which would p erchance supply more deffinitive replies. An alternativ you can straight detect non merely the occupants of the community. but the country and its characteristics to bespeak diverseness. Physical marks of diverseness by detecting. for illustration. the different topographic points of worship available which may include a Sikh Temple. Mosque. Mass or Church Of England Church this may be an indicator index of the different beliefs in the community ; different athleticss locales and societal locales where the community gather to take part in different activities or pursue specific involvements and life styles. Different types of schools could bespeak different beliefs or even local eating houses such as Indian. Chinese. Italian. Bangladeshi or Jamaican. Questionaire’s may besides be devised by a market research company which could be handed to the most accessible topographic points such as the Citizens Advice Bureau. Local Council House. This would be an expensive method and information may non be accuarte as all people whio have been handed the questionaire may non take to finish it. 2. Using one ( or more ) of the methods you outlined in Question 1. describe the extent of diverseness that exists within your community. You should exemplify your work with some existent informations such as statistics or desktop research. Statisticss for Sandwell country Oldbury. West Midlands on faith Sandwell – entire 24492 Christian – 3892Buddhist – 4Hindu – 158Judaic – 2Muslim – 6310Sikh Persons – 11744Other faith – 18No faith – 896The information has been provided by my local authorization informations has been collected from the figure of people that entered the Sandwell Council for services which can run anything from instruction to profit services the figures were assessed over a 6 hebdomad period to collate information for the nose count study there is a assorted community here. 3. Using one ( or more ) of the methods you outlined in Question 1. describe the scope of services and bureaus that exist within your local community to back up diverseness. Sandwell Homes – has a squad of Support Officers who provide short term support to vulnerable people in their ain places in each of the six towns in Sandwell. You do non necessitate to be a Sandwell Homes renter to acquire support. Ideal For All – is a non for net income company and registered charity run by handicapped people for handicapped people in Sandwell. We provide a scope of societal and wellness attention services for handicapped people. carers and disadvantaged groups to make an environment in which all the people in the Borough of Dudley and environing countries support equality and diverseness. understand and appreciate the differences between persons and communities. Sandwell Webwell – part to bettering community coherence and societal equality in Sandwell and environing countries. through community integrating activities. information. support and advice and improved policy and pattern in the concern. instruction. voluntary and statutory sectors. Compare And Contrast The Ways EssayQuestion 66. Describe the menaces that exist to equality and diverseness within the community. utilizing illustrations of intolerance and extremism. Extremism does be within the community more. it has been more well an consciousness within the community due to 911 and 7/11 which have taken topographic point. The construct of national security such as UKBA intelligence is to embrace all the factors that threatens single citizens who live their manner of life. to protect the community from long-run menaces. such as force per unit areas created by clime alteration and poorness. Diversity has brought tremendous economic and cultural benefits. alterations in societal demographics is to make challenges to public service bringing and to relationships between new and constituted communities. Extremists try to seed division in this state such as undertaking the hateful positions and actions of utmost rightist groups. the most important terrorist menace to national security in the UK is from al-Qaeda who assert that Islam and the West are incompatible. that people should no longer be able to specify themselves as British and Muslim. Preventing violent extremism within CommunitiesCommunities which are sometimes ill equipped to dispute and defy violent extremism. The Government’s scheme has five cardinal strands aimed at turn toing factors in support of the purpose to halt people going or back uping Terrorists and violent extremists. the authorities purpose to undertake this by intercession such as: †¢ Challenging the violent extremist and back uping mainstream voices †¢ Interrupting those who promote violent extremism.†¢ Support persons who are being targeted and recruited to the cause of violent extremism. †¢ Increasing the resiliency of communities to violent extremism †¢ Addressing the grudges within all communities. 7. Research the scope of support services and webs that exist within the local community to back up diverseness and explicate the specific functions they carry out and the users they support. This undertaking should be completed for each of the followers: Public sector organisations- JCP. Citizens Advice Bureau etc. Sandwell Crossroads service is about giving clip – bettering the lives of carers by giving them clip to be themselves and hold a interruption from their lovingness duties www. sandwellcrossroads. org Age UK uniting Age Concern and Help the Aged to back up the aged hypertext transfer protocol: //www. ageuk. org. United Kingdom.CRUSE Bereavement Care promotes the wellbeing of bereft people and enables anyone bereaved by decease to understand their heartache and header with their loss. As good supplying free attention to all bereaved people. the charity besides offers information. support and Sandwell Council of Voluntary Organizations ( SCVO ) established in 1997 to supply representation and support to the local Voluntary and Community Sector. Based in Sandwell and focused on Sandwell. it offers a broad spectrum of specialised services and aims to back up all not-for-profit community groups and voluntary organisations. Royal College of Psychiatrists – Leaflets and information on common mental wellness issues. SAD Association ( Seasonal Affective Disorder ) – A voluntary organisation supplying support and advice to SAD sick persons. Samaritans Support for all those in hurt ; 184 subdivisions unfastened 24 hours a twenty-four hours. Telephone directories list local subdivisions. Sandwell Mind/Community Group Work – Self aid groups meeting in community locales across Sandwell back uping people with anxiousness and depression. SANE is a national mental wellness charity which aims to raise consciousness of mental unwellness and run to better services and novice and fund research into the causes of serious mental unwellness through its research Centre. Information and emotional support is besides provided to anyone affected. Once you have completed this Assessment. travel to www. vision2learn. com and direct your work to your coach for taging.