8 10 Double Historical Oppression Resilience And

Using Freire’s Pedagogy of the Oppressed, this project involves writing a paper (for individual submission) and co-creating a live session presentation with a partner and facilitating a critical dialogue with fellow students/educators. Consistent with Paulo Freire’s problem-posing educational method, you and your partner will plan and facilitate a discussion during a live session.

In Session 5, you will select a session and topic (population/identity status) and sign up with a partner The sessions and topics are:

● Session 9 – Historical Oppression and Resilience Related to Sexual Minorities

*● Session 10 – Historical Oppression and Resilience Related to Racial and Ethnic Minorities *

● Session 11 – Historical Oppression and Resilience Related to Disability Status.

● Session 12 – Historical Oppression and Resilience Related to Class and Health Disparities

● Session 13 – Historical Oppression and Resilience Related to Gender and Ageism

After selecting the topic, you will identify a social problem/challenge associated with this population/identity status, one that you are interested in understanding more deeply. Examples of populations (and challenges that affect these populations) might include:

● Population: Sexual Minorities: Lesbian, gay, bisexual, transgender, questioning, intersex, and asexual (LGBTQIA) ▪ Challenge: Marriage Inequality

● Population: Hispanic Americans ▪ Challenge: Immigration Policy

● Population: Girls ▪ Challenge: Human Trafficking

*● Population: African Americans ▪ Challenge: Disproportionate representation in child welfare and incarceration rates*

● Population: Elders ▪ Challenge: Elder Abuse

● Populations: Those with Disability Status ▪ Challenge: Poor Health Outcomes

● Populations: Native/Indigenous Americans ▪ Challenge: Mental Health Disparities

Paper (120 points): Length: 8–10 double spaced pages critically analyzing a selected population that has been oppressed as it relates to Paulo Freire’s critical framework (Freire, P., 2000).

Freire’s reading provides the theoretical framework for your paper, and the following readings are listed as resources, which provide examples of how it’s been applied to specific populations and problems. All readings are available on Canvas. Include a reference page using APA formatting.

▪ Burnette. C. E. & Figley, C. R. (2016). Historical oppression, resilience, and transcendence: Can a holistic framework help explain violence experienced by Indigenous peoples? Social Work (Advance online publication). https://doi.org/10.1093/sw/sww065

▪ Burnette, C. E. (2015). Historical oppression and intimate partner violence experienced by Indigenous women in the United States: Understanding connections. Social Services Review, 89 (3), 531–563. doi: http://www.jstor.org/stable/10.1086/683336

▪ Suggested: Burnette, C. E. (2015). Indigenous women’s resilience and resistance to historical oppression A case example from the United States. Affilia, (30)2, 253–258. https://doi.org/10.1177/0886109914555215

The following critical elements should be addressed:

● Population: Who have been the primary person(s) who have been oppressed? Who or what has oppressed them (i.e., beliefs, people)? Describe the population and scope of problem. For instance, what statistics are relevant to your populations/problem that demonstrate its importance?

● Oppression: How has this population experienced oppression over time? Examine the historical context and provide examples of this oppression.

● Resistance/Resilience/Transcendence: How have they resisted this oppression, demonstrated resilience, and/or have become liberated, transcending from oppression?

● Freire’s Framework: Concepts: How do the following concepts of Paulo Freire’s framework apply to this topic (Include at least 4 concepts bolded in the text): There are many—here are some to get you started:

○ Dehumanization/humanization

○ Prescription

○ Sub-oppression

○ Violence/Horizontal Violence

○ Internalize the oppressor

○ Critical Consciousness/Praxis

○ Emancipation/Liberation

○ Dialogic concepts (Unity, cooperation, organization, cultural synthesis)

○ Anti-dialogic concepts (Divide and rule, manipulation, cultural disruption, conquest)

● Historical Context: How might the historical context of your populations relate to your chosen problem/challenge? This is where you draw connections between the historical context and the contemporary problem. For instance, Burnette’s article on IPV describes how historical oppression relates to the high rate of violence against Indigenous women.

● Frameworks/Understanding the Problem: In what ways does Freire’s framework explain the issue or problem? In what ways does it leave gaps in understanding this topic? Are there other theoretical frameworks that might be helpful in understanding the problem?

● Examination: How has examining your topic through this oppression framework changed the way you understand the populations and/or problem?

● Improvement/s: What do you think is needed to improve upon this problem? In other words, what can be done to begin to improve the situation? What are your recommendations?

Presentation (50 points): In addition to the paper, you will co-create a live session presentation with a partner and facilitate a critical dialogue with fellow students/educators, one that provides an overview of your critical analysis about your topic. Depending on the number of students and presentations, presentations will last between 30-45 minutes, and the exact timing will be determined by your instructor. The presentation will include key facts and an overview of your topic to provide the audience a background to have an educated dialogue about the problem.

Important: You will need to meet with your partner or partners (depending on the size of the class) in advance to prepare your live session presentation. Be sure to reach out to your partner or partners using the contact information they provided in the signup sheet in Session 5. Compare your findings with your partner/s and prepare how you will present them in the live session.

Note: Because the presentation is time-limited, please avoid the use of videos. Students wanting to incorporate short videos should seek approval from the instructor ahead of time, providing information about the length and purpose for inclusion of videos. At least half of the session time should be critical dialogue.

Freire, P. (2000). Pedagogy of the Oppressed: 30th Anniversary Edition (M. Ramos, Trans.). New York, NY: Continuum.

Title: Assignment: Historical Oppression, Resilience, and Transcendence: Applying Paulo Freire’s Framework
Criteria	Ratings	Pts
Paper: Population Identifies the population that has been oppressed, who/what has	This area will be used by the assessor to leave comments related to this criterion.	10

oppressed them, and describes the population and the scope of the problem
Paper: Oppression Discusses how a population has experienced oppression over time and provides examples of the oppression	This area will be used by the assessor to leave comments related to this criterion.	15
Paper: Resistance/Resilience/Transcendence Analyzes how a population has resisted oppression, demonstrated resilience, and/or have become liberated or transcended oppression	This area will be used by the assessor to leave comments related to this criterion.	15
Paper: Freire’s Framework/Concepts Examines how the concepts of Paulo Freire’s theoretical framework can be applied to address a problem of an oppressed population	This area will be used by the assessor to leave comments related to this criterion.	20
Paper: Historical Context Describes how the historical context of an oppressed population relates to a problem/challenge associated with the population	This area will be used by the assessor to leave comments related to this criterion.	15
Paper: Frameworks/Understanding the Problem Identifies ways that Paulo Freire’s theoretical framework can be used to explain a problem/challenge associated with an oppressed population, and discusses potential gaps and/or other frameworks that can be used	This area will be used by the assessor to leave comments related to this criterion.	10
Paper: Examination Discusses how examining a problem/challenge associated with a population through this oppression framework has changed the way you understand the populations and/or problem	This area will be used by the assessor to leave comments related to this criterion.	10
Paper: Improvement/s Recommends improvements to remedy a problem of an oppressed population	This area will be used by the assessor to leave comments related to this criterion.	15
Paper: Writing/Mechanics/APA Writing (grammar, spelling, syntax, organization) is clear; proper use of APA for citations, etc.	This area will be used by the assessor to leave comments related to this criterion.	10
Presentation: Overview Presentation provides a clear overview of your critical analysis about your topic	This area will be used by the assessor to leave comments related to this criterion.	30
Presentation: Facilitation of Discussion Presentation facilitates a critical dialogue with fellow students/educators	This area will be used by the assessor to leave comments related to this criterion.	20
Total Points	170

*PLEASE FOLLOW THE RUBRIC!!