Demonstrate collaborative and effective management of relationships in accordance with the Ontario College of Social Workers and Social Service Workers. Archives

Supporting Liberation & Self-Determination

SSW 208 The Political Process

Purpose:

To apply the experience and learning from the readings and discussions to practical situations related to liberation and allyship

Learning Outcomes:

The main course outcomes covered by this assignment are:

1) Demonstrate collaborative and effective management of relationships in accordance with the Ontario College of Social Workers and Social Service Workers., Through cooperative and respectful group work as well as working on oppression for anti-oppression.,

3) Develop a familiarity of historical and topical needs and experiences of clients., By identifying groups that have been oppressed how they have been oppressed and the cycle of oppression to make effective anti-oppressive change. Supporting Liberation & Self-Determination,

5) Demonstrate the ability to address clients with dignity by promoting self-worth and in a non-judgmental manner.,

6) Identify and distinguish between strategies and models which when applied garner a fulsome response in anti- oppressive advocacy., Understanding formal and informal sources of power and influence and demonstrating how power structures need to be engaged for effective advocacy.,

8) Identify and implement models for effective advocacy. ,Discern what the injustices are and develop partnerships by identifying the various systemic power structures.

To Submit in Your Report:

Part A – Groups Supporting Liberation from Oppression

Find a group working in Ontario and/or Canada who is supporting liberation and/or self-determination of an oppressed group – this could be groups who are doing activist work, or helping survivors of

certain experiences, or trying to help people avoid the negative impacts of their oppression, etc…. (e.g., Supporting Liberation & Self-Determination

like the group from the video from this module: Cowboys Roaming the Streets of Compton)

Answer the following questions (for each question: minimum of 40 words (approx. 20 seconds for audio/video); references are not required as long as the content is from the group’s website – however, direct quotes or materials from others sources should be cited:

Provide the group’s name and website link. In general, what is their main goal/purpose and what kinds of programs, activities, events and/or supports do they offer?

Pick ONE specific program, activity, event or support this group offers that helps improve conditions for the oppressed group they support – what it is about, who is it for, and how does it benefit the oppressed group?

What are some successes this group has had in terms of fighting oppression – what steps did they take and what is the impact they had? Supporting Liberation & Self-Determination

Part B – The Case of Sam

Sam is a 28-year-old white female who lives for free in her brother and sister-in-law’s basement. Sam identifies as a lesbian; she has been with her girlfriend, Jacinda, for a few years and they want to move in together. They have been holding off on this because neither of them makes a lot of money and they don’t think they can afford to live on their own. They usually have to spend time outside of their homes as Sam’s sister-in-law and Jacinda’s father both openly disapprove of their relationship, specifically because they are dating another woman.

Sam is a high-school graduate and took one year of college. Even though she was able to pass most of her courses, she decided not to go back. Not only was she having trouble finding the money to pay for school, she found that her dyslexia made it hard to keep up with the materials and she often felt confused and frustrated in class, especially if the teacher asked her a direct question that she couldn’t answer. When this happened, she would often skip classes the next few times out of embarrassment. She also felt discouraged to return for a second year as one of the males in her program (and hence would be in most of her classes) would frequently make jokes about her being overweight.

Sam now works part-time at McDonald’s; she likes her job, especially the routine and structure of

making the food and filling the orders. However, she doesn’t like her boss, John. He often makes jokes about her weight and says things like “you’re lucky I let you keep this job, you aren’t very good at it” and “where would you be if you didn’t have me to put up with you”. He also often makes inappropriate jokes about lesbians. He usually follows up these kinds of statements and jokes by saying he’s “just teasing” and doesn’t mean anything by it.

Sam is significantly overweight as she often eats left-overs she gets from work because they are free and it helps her save money. She also has never learned to cook and avoids the kitchen in her house so she doesn’t have to spend time around her sister-in-law. She avoids exercise because she worries other people will make fun of her body if she tries to go to a gym or join a sports team. Read More

Module 1 Understanding Oppression

SSW 208 The Political Process

Overview:

Purpose:

To apply the experience and learning from the readings and discussions to practical situations related to oppression, privilege and anti-oppression

Learning Outcomes:

The main course outcomes covered by this assignment are:

3) Develop a familiarity of historical and topical needs and experiences of clients., By identifying groups that have been oppressed, how they have been oppressed and the cycle of oppression to make effective anti-oppressive change.,

5) Demonstrate the ability to address clients with dignity by promoting self-worth and in a non- judgmental manner.,

8) Identify and implement models for effective advocacy., Discern what the injustices are and develop partnerships by identifying the various systemic power structures.,

To Submit in Your Report:

Part A – Your Experience of Being Oppressed

Reflect on a specific situation/incident when someone was disempowering and/or oppressing YOU

(e.g., made you feel less valued, exerted power over you – either intentionally or unintentionally). This can even just be a time you were treated differently or people reacted differently because of a particular aspect of who you are (e.g., age, gender, sexual identity, race, culture, disability, etc….). Please avoid names and/or use fake names to protect people’s privacy.

Answer the following questions (for each question: minimum of 40 words (approx. 20 seconds for audio/video); no references are required):

Briefly, what was the situation (e.g., who was involved, what happened, in what way were you being disempowered and/or oppressed)?

Do you think the individual(s) oppressing you were intending to do so? If yes, what do you think influenced them to act that way? If no, what do you think their intention was?

How did this experience make you feel and/or what impact did it have on you?

Now that you have reflected on this experience, what are your main take-aways or lessons learned in terms of oppression and/or privilege?

What are some actions you could take to address your oppression and/or what would you do differently if confronted with a similar situation in the future?

Part B – Your Experience of Oppressing Others

Reflect on a specific situation/incident when YOU disempowered and/or oppressed someone else (e.g., made them feel less valued, exerted power over them – either intentionally or unintentionally). This can even just be a time you treated someone differently or reacted differently because of a particular aspect of who they are (e.g., age, gender, sexual identity, race, culture, disability, etc….).

Please avoid names and/or use fake names to protect people’s privacy.

Answer the following questions (for each question: minimum of 40 words (approx. 20 seconds for audio/video); no references are required):

Briefly, what was the situation (e.g., who was involved, what happened, in what way were you disempowering and/or oppressing someone)?

Was your intention to oppress the individual(s)? If yes what influenced you to act that way? If no, what was your intention?

How do you think the individual(s) you were oppressing felt and/or what impact do you think it had on them?

Now that you have reflected on this experience, what are your main take-aways or lessons learned in terms of oppression and/or privilege

What are some actions you could take to better understand your role of power and/or what would you do differently if confronted with a similar situation in the future?

Part C – Lessons Learned from Bishop

Reflect on the reading and my summary notes from the Bishop textbook “Becoming an Ally”. Note: when providing content from the textbook below, no formal reference is required (as I’ll know/assume it’s Bishop), but please put the page number and edition number in brackets after the content (see sample below for an example of this) so I know where in textbook the information came from.

Answer the following questions (for each question: minimum of 40 words (approx. 20 seconds for audio/video); page references from the Bishop text are required for all):

Use evidence from Bishop’s text to explain how you would describe “oppression”.

Use evidence from Bishop’s text to explain how you would describe what an “oppressor” is.

Share a specific quote from the textbook that affected how you think, your world view and/or how you feel about yourself – explain how it has impacted you (note: the quote doesn’t count toward word count)

Pick one a specific real-life story/situation Bishop shares about in the textbook – this can be something from within one of the chapters or you can use either: “A Story: Racism and Sexism” (p60-61, 3^rd ed) or “Journal Entry: How Not to Be an Ally” (p106-107, 3^rd ed) – you don’t have to

type out the full story, but please provide a title (or brief sentence of what it’s about) and the page

number(s) it is on so I can easily go find it (note: this info doesn’t count toward word count). Answer the questions: What examples of oppression, privilege and/or power-over are happening? What could some of the parties involved have done differently to take more of an anti-oppression approach?

Part D – Self Reflection

Reflect on your experience of completing this assignment.

Answer the following questions (for each question: minimum of 40 words (approx. 20 seconds for audio/video); no references are required):

What were some challenges you had in completing this assignment and what could you do differently when working on the next assignment to address this?

What were some interesting or surprising things you experienced or learned while completing

this assignment (e.g., could be about your own self, an insight you gained, etc…

Tag Archives: Demonstrate collaborative and effective management of relationships in accordance with the Ontario College of Social Workers and Social Service Workers.

Supporting Liberation & Self-Determination

Module 1 Understanding Oppression