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The following discussion focuses on the life of slavery of Frederick Douglass in his book Learning to Read and Write
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Introduction
During the colonial period, many people especially the blacks and the poor people in the world were taken to serve as slaves in their colonies. Some worked in the mines, factories and also provided domestic services. Much of this work went through without any pay for the slaves. The following discussion focuses on the life of slavery of Frederick Douglass in his book ‘Learning to Read and Write.’
Discussion
This discussion will focus on the contrast between anger and protest with that of resignation and acceptance which are two kinds of feelings expressed by the slaves who felt excluded from the American society. The narrator was working as a slave in one of the families, and one of his main goals of life is to know how to read and right. His master was known as Hugh and he made sure that this did not happen for the fear that if he did know how to read and right, he would begin fighting for his rights.
From the narrative it is expressed that the narrator was being helped to understand alphabets by his mistress (Douglass 54). However this trend changed as Hugh warned her against doing that. He was not even allowed to read a newspaper as it is expressed “no reading was required even the newspaper.’
Anger and protest are correlated in the sense that once the slaves got tired of the harsh treatment they received from their masters, this made them protest by running away or others by committing suicide. From the narrative it is told that the narrator is contemplating escaping. This was prompted by the kind of anger that he was repressing in his heart after reading the novel ‘The Colombian Orator’ which talked about the origin of slavery and the pain that they went through. Pain and anger is expressed when he is caught in a dilemma of whether to kill himself or to rum away. This can also be seen as a protest.
On the contrary, resignation and acceptance were also experienced by the slaves. Resignation is the act of passively accepting the condition as it is since one can not change anything. The person is regarded as helpless and is at the mercies of his master. This is demonstrated by the statement by the narrator, ‘but I am a slave for life’ (Douglass 80). This sends some sense of resignation and acceptance. He was admiring the life of the friends he had created who used to teach him how to right. Going by this explanation, the feelings of anger and protest could not really help the slaves as they were not allowed to make any kind of such behaviors. They were not allowed to interact with others only when they were at work and therefore it was not easy for them to express their anger through protest.
The above can be supported by the narrator’s comment that ‘whites were known to help slaves run but later take them to their masters for a pay.’( Douglass 78) This shows that though the slaves could express their anger by protesting, they were not doing themselves any better. There are those who died in the process or found themselves back with much harsher treatment. Therefore, though both feeling of anger and protest and that of resignation and acceptance are present, the most dominant one among the slaves is the later since they have no much to do to liberate themselves.
Conclusion
Life of slavery is hard as there is no freedom to do what one wishes even to empower oneself through reading and writing. This is normally done to ensure that the slave does not get to know their rights so that they do not begin to protest.
Reference
Frederick Douglass: Narrative of the Life of Frederick Douglass, An American Slave.
http://sunsite.berkeley.edu/Literature/Douglass/Autobiography/07.html by the SunSITE Manager. SunSITE Manager: HYPERLINK “mailto:manager@sunsite.berkeley.edu” manager@sunsite.berkeley.edu
Prejudice And Discrimination
Prejudice And Discrimination
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Institution
Introduction
Prejudice and discrimination have been some of the most popular and controversial subjects in the recent times. This mostly took place between the whites and blacks. This, however, does not undermine the prejudice that existed or affected other communities and races, not only on the basis of color but other arenas. Prejudice is interpreted as something that belongs to the field of ideas and which may be either negative or positive. Discrimination, on the other hand, is attributed to observable behavior and comes with an invariably negative connotation. In essence, discriminatory events are interpreted on the basis of subjective factors such as the level of affectivity that exists between individuals, as well as their personal interests (Bonazzo & Wong, 2007). However, the limitation as to what may be interpreted as discriminatory depends on the context in which the individuals’ interaction occurred. It is worth noting that varied situations or even numerous motivations may trigger or underline discrimination. While prejudice and discrimination have been seen as declining in the recent times, the reduction has been slow in the case of interactions between English-speaking native students and international students (Bonazzo & Wong, 2007). It is worth noting that, for a long time, many people who came from England, France and Spain believe that they speak better English than other people especially from Quebec, Hispanic America and others. Interestingly, there exists some internal differences even within these countries, which has led scholars to point out that English is a language of users and that the users give it a distinctive or unique identity in every region (Smith, 1983).
As much as any individual may be a victim of linguicism irrespective of their ethnic or social status, international students from marginalized and oppressed social minorities are mostly the most consistent targets. This is mainly because the speech varieties that are associated with such groups tend to be stigmatized (McMurtrie, 2008).
Overall, international students are faced with discrimination and prejudice in the US daily, whether via direct interaction with their peers, government policies, or even the structural systems of advantages that privilege or favor native students especially whites. These assumptions have far-reaching influence on society and education, and usually make researchers categorize international students in one category without paying any regard to the differences or variations that exist between the varied populations of international students. According to Hinchcliff-Pelias & Greer (2004), most native students have negative perceptions of international students that are exhibited via assumptions and direct stereotypes. According to these authors, there exists a pervasive stereotype amongst Native American students called international student syndrome (Lee, 2007). This syndrome is described as a controversial condition that is characterized by a withdrawn and passive interpersonal style, disheveled appearance, as well as numerous psychosomatic ailments. It is worth noting that the perception of international students as withdrawn and passive increases problems in class, and affects their learning in a negative manner (Lee, 2007).
In addition, international students are usually anxious during intercultural interactions leading to the withdrawn and passive behavior. In most cases, the fact that native students look down on them leads to them internalizing the stereotypes and accepting them as the absolute truth since they think that they are entitled to few or no rights in US (Schoorman, 2000). The cycle of prejudice and discrimination and the subsequent internalization perpetuates the assumption that international students are essentially outsiders who are naive, confused and culturally maladjusted. Unfortunately, this is the same notion that is portrayed by the media as far as foreign or international students are concerned. Unfortunately, this portrayal only perpetuates other negative stereotypes such as the fact that they are overly sexual (McMurtrie, 2008).
As much as the prejudice and discrimination of international students by native students on the basis of their deficiency in English language is the most challenging stereotype that they have to face, they often fall prey to other stereotypes that are based on their ethnic groups. The behavior, which is called cultural insensitivity, underlines the categorization or grouping of international students in cultural aggregates (Schoorman, 2000). For example, there is a common stereotype amongst American students that Asian students would not stand for themselves and are passive. This over discrimination becomes even worse when emanating from administrators and faculty. The overt discrimination creates an unwelcoming learning environment for foreign or international students (Medgyes, 1992).
As much as there may have existed stereotypes amongst native students since time immemorial, they have mainly been fanned by government policies pertaining to immigration, as well as the emphasis on the standardized testing. These have only created significant barriers for foreign or international students. This is especially for international students from the Middle East seeking to attend learning institutions in United States. The policies have become worse after the September 11 attacks (Coleman, 1997). Research has shown that American visas are mostly discriminatory against international students, in which case most international students are incapable of concentrating or focusing on their studies as they worry about their financial problems and visas. This creates the stereotype or prejudice that the international students are comparatively less focused or competent in class than their Native American counterparts (Medgyes, 1992).
As Hsieh (2006) states, cultural homogeneity that is prevalent in the United States enforces the notion that the Eurocentric culture and the English language are superior to others, in which case people with different languages and cultures should conform to the monocultural and dominant canon and norms. In essence, native students see international students as lacking in culture and identity especially when they do not conform or align themselves to the dominant norms (Labi, 2008).
In conclusion, prejudice and discrimination of international students by their Native American counterparts has been a prevalent occurrence in the recent times. There exists a stereotype especially among Native American students referred to as the international student syndrome, characterized by withdrawn and passive interpersonal styles, as well as numerous psychosomatic ailments. These perceptions and assumptions affect international students negatively. In most cases, these prejudices are triggered by the discriminatory US immigration policies especially against students from the Middle East. It is worth noting that such students have to worry about their finances and visas leaving them with little time to concentrate on their studies. Unfortunately, this leads to their being christened dumb or passive. This may also be propelled by the fact that most international students are unable to align themselves to the dominant culture or language, which leads them to be passive and withdrawn. Most international students internalize the stereotypes and accept them as the absolute truth while believing that they are entitled to few or no rights in the US. Unfortunately, this not only cements the stereotypes but may also result in other stereotypes, prejudice and discrimination.
References
Medgyes, P (1992). “Native or Non-native: Who’s Worth More?” ELT Journal
Smith, L. E (1983). English as an International Language: No Room for Linguistic Chauvinism. Readings in English as a Second Language. Ed. Smith L. E. Oxford: Pergamon Press
Hsieh, M. (2006). Identity negotiation among female Chinese international students in second‐language higher education. College Student Journal
Greer, N.S. & Hinchcliff‐Pelias, M. (2004). The importance of intercultural communication in international education. International Education
Labi, A. (2008). Visa process keeps Iraqi students out of U.S. The Chronicle of Higher Education
Schoorman, D. (2000). How is internationalization implemented? A framework for organizational practice. Florida: Florida Atlantic University
McMurtrie, B. (2008). Foreign students pour back into the U.S. The Chronicle of Higher Education
Bonazzo, C. & Wong, J.Y. (2007). Japanese international female students’ experience of discrimination, prejudice, and stereotypes. College Student Journal
Coleman, S. (1997). International students in the classroom: A resource and an opportunity. International Education
Lee, J.J. (2007). Neoracism toward international students: A critical need for change. About Campus
Pregnant women in prison go through a very blood curdling ordeal that one cannot stand
Pregnant women in prison go through a very blood curdling ordeal that one cannot stand and see it as it happens. In this essay I reflect upon one practical experience that I witnessed five years ago when my aunt went through a very bad experience in the hands of prison staff when she was pregnant with her firstborn daughter. This horrific incident makes me totally agree with Hamilton’s quote where he asserts that her goal is to stop anyone else from making a similar mistake. Olivia Hamilton had already undergone a similar problem while she was in prison. Upon finishing her jail term, she decided to come out and challenge the horrific situations that pregnant women are forced to undergo behind bars 6through the power of the pen. She not only creates an awareness of their problems but also educates them on how their rights can be curtailed.
By explaining in detail how as a prisoner her own rights were challenged she exposes the unfair treatment she was subjected before prison officers when she was forced to go through a caesarian section birth without her consent. She also exemplifies how certain guarantees for pregnant women are not provided in prison. She deals with this issue by even showing evidence for instance the lack of feeding for her baby. This is because she was given the same ration of food as her baby and there were no exceptional concerns for the fact that she was pregnant She was even forced to sleep in upper corners as the restof the prisoners and carried and even carried heavy bags without assistance.
Hamilton asserts that the fact that prisoners are supposed to lose their liberty while in prison does not mean that they also lose their basic rights for instance being subjected to a decent treatment. She points out that a pregnant prisoner is supposed to be treated fairly and in accordance with their situation which is not the case in most prisons. Unreservedly she argues that most prison guards tend to abuse their faculties and exert excessive violence with impunity.
Apart from that, there are numerous women who get pregnant who are also defiled in prison by the guards and in the end get pregnant. My cousin got pregnant while in prison I was shocked because when she went to jail she was not pregnant. The provision of adequate access to quality contraceptives is a critical challenge to most prison facilities. Consequently women encounter various challenges in their attempt to access family planning services while in prison.
The fact that the population of women prisoners is less compared to that of their male counterparts has made them be segregated for decades. Most states have invested less in female prisoners because they warrant less attention given their small population. Consequently female prisoners particularly the pregnant ones suffer frequently from injuries, serious diseases and illnesses. In the long run they end up requiring and utilizing more mental and medical health services. Despite this correctional institutions have continued to provide incarcerated women insufficient health care services in comparison to their male counterparts.
My aunt who was imprisoned while pregnant faced a lot of problems while in prison. The quality of antenatal care in the prison was very poor. While a visit in a number of correctional institutions indicated that there were some that were providing good services this gesture was not replicated in other establishments. In the prison where my aunt was incarcerated women were accessing ante natal care once in a week and at times they were not informed of it by the prison officers. The fact that there is no Prison Service Order (PSO) for prisons in the country is the main cause of most of these problems. Each prison tends to fill the gap that is not filled by policy in its own way. Once a PSO is availed it would generate minimum standards that would lay out what pregnant prisoners are entitled to. This is because prison staff would be advised on the entitlements of pregnant prisoners and how this entitlement can be facilitated by them. Apart from that it will be in a position to provide details on acceptable situations, while recognizing the complex and specific necessities of pregnant prisoners.
The Prison antenatal care has faced hitches in its financing. While Primary Care Trusts (PCTs) are funded to offer healthcare to prisoners in local correctional institutions the bulk of the prison antenatal care is managed by acute trusts yet they do not receive any of this allocated money. In the end the acute trusts attempt to meet the complex and diverse needs posed by pregnant incarcerated women from budgets that have not been calculated with them in mind. The consequence is poor funding of correctional institutions antenatal care. In the prison where my aunt was incarcerated the conditions were worse for instance there was no telephone to book external appointments and the facilities were not only poor but also unhygienic. As a matter of fact most medical practitioners have indicated that without extra funding they will not be able to offer the kind of care that women on correctional institutions enjoy in their communities.
The correctional institution in which my aunt was incarcerated also suffered from the shortage of staff and this adversely affected her and her colleagues. This is because it is outlined in the correctional institutions guidelines that pregnant prisoners must be accompanied by Prison officers to ultra sound appointments and any other external appointments their absence more often than not led to cancellations that usually took a lot of time to reschedule. Ina number of cases including that of my aunt the scan rescheduling delayed the detection of critical conditions. Thus became problematic for at least 42 pregnant prisoners. For the issues had to be sorted out 24 weeks before their gestation for this was the permissible limit for termination thus reducing the chances for the women.
Apart from that the movement of prisoners was a barrier to the delivery of quality services. This is because it became very common for prisoners including my aunt to be relocated at short notice. When this was done midwives were not notified of these developments and in any case there was no formal communication network between prison midwifery teams. The hand held notes that the pregnant prisoners were given could not survive their movements. Even though some midwives made attempts to conduct their colleagues in other prisons this was not only difficult but also time consuming.
These horrific occurrences indicate that indeed female prisoners are primarily disadvantaged because prisons are patriarchal institutions that were initially designed for men. As provided in this essay they have in most instance become sc