Running head: REFLECTION HD 361 SOCIAL AND POLITICAL CONTEXTS OF HUMAN

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Reflection HD 361 Social and Political Contexts of Human Development

Pauline Abu-Tayeh
Luis Giraldo
Pacific Oaks College

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Social and Political Contexts of Human Development

Through this class, I was able to acknowledge how culture impacts my life as I examined
it in a different light. I understood how social justice can be a positive way to effectively build
on the relationships between cultures, race, gender orientation, ethnicity, institutional systems,
and advocacy. This course influenced my attitude of acceptance as I researched and presented in
class on other cultures and political contexts from different eras. I learned about the social and
economic aspects of how our society affects people individually and as a group. I came to
understand that human development in political and social contexts influenced how others were
treated and the acknowledgement of privilege and power. I have learned that human
development took the past history of others and improved the lives of many today. Economy
was an example. People had more limited opportunities for freedom and value. These historical
events paved the way for dignity and respect. Women and children were able to lead productive
lives when they were no longer tied to the societal power of the privileged people.
From my presentation, I learned about the mistreatment of Native-American families and
their children. Their fight to survive a privileged world became a historical event when the
privileged took from them their children and their land. Those Americans in power created their
own Manifest Destiny. This helped me to understand the past and present influences of all
people in power. I understood how inhumanely Native-Americans were treated.
My presentation on the Chinese Exclusion Act of 1882 illustrated how the government
created law according to their will, to preserve their own power, and not rule for the benefit of
the people (Galante, 2003). In discussion with cohort peers, I grasped the struggles of various
groups as they migrated into the United States. I also did a presentation, The Great Depression.
One of my goals was to learn about how others coped during this time period. I also wanted to

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understand how the socio-economic status of families and children were affected by the
limitation of food, shelter, and clothing. In this class, an important goal for me was to establish
interactions with the other students and for them to establish relationships with me.
I wrote a paper entitled Conceptualizing Social Justice. Social justice describes how we
should stand up for our rights no matter what the cost. I now know that social justice implies
that the truth of all human beings having equal rights with freedom of living in this world. The
fair treatment and empowerment of all human beings is part of social justice. In the past and
present of our society, eradicating racism is a critical social justice issue today. Today, it is a
fight for the rights of equality for all human beings. With this knowledge, we can promote
human development and social justice together. We can do this by standing up for each other.
We can create the acceptance of individuals and groups.
I have developed my critical thinking around the issues of entitlement and status. Along
with my classmates, I have concluded that people may view life as about what we want. It is
about how we can acquire what others have whether it is wealth, prestige, or wisdom. Power
constitutes the reason to see fit that everything belongs to the individual. People believe that
they can control others. Honestly, with the issues of status and entitlement, people are never
happy because they always want more. One of the experiences that helped me to understand this
was working on a presentation on Indian Boarding Schools. Hundreds of Native-American
children were affected by the integration imposed by the U.S. government in the 1860s
(American Relief Council, 2015). These children were being taken from their homes by the
Euro-Americans regardless of their human dignity. The reason was to assimilate them in order to
develop the proper manners of the Euro-American culture and wipe out any existence of their
Native-American culture. The Euro-American society believed that their way was the right way

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in order to force families to give up their children. Instead, the privilege Euro-American people
raped and tortured these children in order to satisfy their own needs. By abusing the NativeAmerican people, this privilege, few in power, claimed rights to this culture and to the rights of
their land. In learning about status and the issues of entitlement, I acquired a new technique in
critically thinking about how other cultures were treated in the past and understand how I can
make a difference now. When I presented this paper in class, I felt empowered to share my
findings.
A concept that stimulates my thinking is my reflection Race, Ethnicity, Institutional
Systems, Advocacy, and Coalition. This is my evidence that defines the way I see social justice
from the point of view on race, ethnicity, institutional systems, advocacy, and coalition. This
thought in social and political contexts for the equality of all people. On the other hand, in the
book, Tattoos on the Heart by Gregory Boyle, reformed gang members find ways to be accepted
into society. Sometime, it is in the wrong way. Sometimes, it might be in the right way but just
not accepted by others. I recognize more readily the fact that others are treated unfairly because
of their color, the way they dress, or the way they talk. I have seen or experienced it several
times in my life and in others lives where cultural injustice was present. When I think about it, I
believe that everyone should be treated with respect and dignity. I have concluded when people
are oppressed and unhappy they may strike out at others just to feel better about their lack of
control and societal power. I want to make a difference and promote acceptance of everyone.

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References
American Indian Relief Council. (2015). Boarding schools. Retrieved from:
http://www.nrcprogram
Galante, P. (2003). Chinese immigration act. Retrieved from: http://www.lehigh.edu/ineng.com