Seeing the world through other eyes and examining imbalances of power and privilege

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We have spent several weeks seeing the world through other eyes and examining imbalances of power and privilege and the inequitable access to resources that imbalance creates. During those same weeks we have been examining ourselves and what role our personal experiences play in how we interact with the people in the world around us. During our reflexive work, we examined our worldview and potentially grew and will continue to grow in positive ways because of it.

 

Requirements
Consider the many topics you have explored throughout the course.
Refer to the textbook, previous assignments, and supplemental content for ideas. (
Select an issue that you feel strongly about. –
Find an article that gives a perspective on this issue that is different from your own.
You may use a resource from the course or research your issue using the library.
Answer the following in a 2–3 page paper:
Summarize the issue and the author’s perspective.
Compare the author’s perspective with your own.
Identify where you agree. Explain why.
Identify where you disagree. Explain why.
Does reading this article expand your own understanding or perspective on this issue? Explain how

Sample Solution

Bentley’s Miscellany, from February 1837 to April 1839. With Oliver Twist, Charles Dickens controversially offered a glimpse into the life of the poor. Beyond the theme of ones environment affecting their identity, Dickens shows how Oliver struggles to change his life for the better, stuck in the lower end of the class system. This represents the lives of many people during this time as they are unable to better their condition. The outlook of the poor from the rich man’s perspective is also explored with neglect and disgust.

‘Oliver Twist is a great success and we know it’s read throughout society, there are popular representations and theatrical adaptations that the poor watch, but it’s also read by Queen Victoria for example who says she finds it excessively interesting. And there’s an interesting exchange between her and Lord Melbourne (who’s the Prime Minister) and he doesn’t want to read Oliver Twist, he says, ‘It’s set amongst workhouses and pickpockets and coffin makers and people of that sort. I don’t wish to know about them in reality and I don’t wish to read about them in fiction.’ (John Bowen) Here, the interest of Queen Victoria, is an example of the higher class becoming interested in class issues. Although the reaction of the Prime Minister shows the ignorance towards any change.

Figure 5 is a public notice to persuade the public against joining any kind of illegal society or union, or risk being guilty of felony, and liable to be transported for seven years. The way in which this caution is formed shows clever use of the written word.

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