Race Culture & Diversity - Reflections on Issues Relating to the Traveller Community and the Portrayal of Minority Groups in the Media
Many issues have been introduced and discussed in regards to race, culture and diversity, and their impact on children and society. In the attached journal I have recorded some of the subjects we discussed in group sessions such as: British Empire Legacy, Equal Opportunities, Post Code Culture, Ethnic Minorities, Sex Education, Legislations, and the Traveller Community. I have also included other interesting issues that I came across and thought to be relevant to this module. For the purpose of this reflective statement on the module and journal, I will focus further on and discuss the education of children in the traveller community, and inequalities in the representation of race and cultures in the media.
The right to education is a fundamental human right. Every individual, irrespective of race, gender, nationality, ethnicity or social origin, religion, age or disability, is entitled to an education without discrimination of any kind (UDHR, 1948). However, discrimination exists in all walks of life, whether obvious or not, including in education. Brown (1998:x) comments that, "children are aware very young that colour, language, gender and physical ability are connected with power and privilege". These factors have a major part to play in undermining their development. Brown (1998) goes on to argue that social inequalities are deeply rooted in British history, which have been created and maintained by vested interests over centuries. Social inequality “changes the very nature of” a child (Mongomery et al, 2003:71). It determines the way a child sees itself fit into the society and ultimately the future.
Opportunities vary depending on race, gender and socio-economic background. Ermisch et al, cited in Davis (2006:34) note that, “education has become a key area of intervention in disadvantaged children’s lives, and low-income children are seen as particularly at risk of ‘failing’ at school”. Policies such as ‘Every Child Matters’ (ECM, 2008) are intended to
The right to education is a fundamental human right. Every individual, irrespective of race, gender, nationality, ethnicity or social origin, religion, age or disability, is entitled to an education without discrimination of any kind (UDHR, 1948). However, discrimination exists in all walks of life, whether obvious or not, including in education. Brown (1998:x) comments that, "children are aware very young that colour, language, gender and physical ability are connected with power and privilege". These factors have a major part to play in undermining their development. Brown (1998) goes on to argue that social inequalities are deeply rooted in British history, which have been created and maintained by vested interests over centuries. Social inequality “changes the very nature of” a child (Mongomery et al, 2003:71). It determines the way a child sees itself fit into the society and ultimately the future.
Opportunities vary depending on race, gender and socio-economic background. Ermisch et al, cited in Davis (2006:34) note that, “education has become a key area of intervention in disadvantaged children’s lives, and low-income children are seen as particularly at risk of ‘failing’ at school”. Policies such as ‘Every Child Matters’ (ECM, 2008) are intended to
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