Part I
Critical social justice is an activity aimed at bringing equality to an individual's life. It is meant to ensure that everyone feels secure and also shows that they are all treated equitably. Critical social justice influences an individual, both psychologically and physically. This comes in when one's social justice rights are violated. The concept of social justice is grouped into three main factors which an individual is obliged to. These are; legal justice; which raises concerns on what people owe the society, commutative justice; bases on what individuals owe each other, and distributive justice; which bases on what the society owes an individual. As an individual, I am obliged to all of the three concepts, and they are what builds up my social justice framework in terms of oppression, socialization, racism, and privileges.
When it comes to the theme of socialization, many times, this concept will be attributed to the idea of oppression. Throughout my entire life journey, I have learned that human beings usually begin by judging themselves as being different from the others. This often bases on gender, skin color, language, age, religion, ethnicity, and economic status many times. For instance, as an individual, if I chose to treat anyone whom I come across as being the same, then we would have never experienced oppression (Harm, 2000) . At some point in my life journey, I have made myself do several things that my peers do to fit in their group. All that has been pushing me as an individual to do this is the fear of being oppressed and being left out, in the name of, 'I am not one of them.' However, another pushing factor for all this is the factor that we are all born in unique specific social identities. For instance, in my entire life, I have always lived in a region dominated by Hispanics. I have grown up learning and embracing the Hispanic culture. There is no way in which I can move to English cultured society as at per now and just fit in the society. I will experience some pushing motives that will force me into looking to where I will find people with culture the same as mine. As well, this is still a form of social segregation to avoid being oppressed by a group in which I do not fit in.
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When it comes to privilege, it is commonly understood by unearned access to society’s resources that is not meant for us but instead meant for some other group of people. In most cases, members of privileged groups are entitled to many benefits. In my entire life journey all along, privilege has always been problematic when it comes to skewing of our interrelationships, and also when it plays a contributive role in binding us to systematic barriers for individuals who do not possess specific privileges, thus, resulting to inequity. In America, I have experienced several groups having the privilege of operating within a particular setting that is more conducive for making success. However, to me, though not for my fault or family’s fault, I have found myself in an environment that makes it hard for an individual to achieve success (Bethesda, 2016) . With this, I have always been forced to go a mile further so that I ensure I meet my life goals. On the other hand, racism can take several forms, this includes, racial Prejudice and discrimination by individuals and also learning institution and too, environmental racism which comprises of activities that generally results in discrimination. It can also take the perspective of stereotypes (Bethesda, National Association of School Psychologists, 2019) . In America, this has been a common factor in my life course when examining social justice practices. Certain positions, more so, top government positions have always been secured by men meaning that the male stereotype is the ones who are very dominant in leadership. This, on my side of view, has portrayed racism by stereotype. Therefore, racism should not always be understood as being discriminated by color, as it also entails other factors. As an individual, th is belief will have an impact on my journey in some years to come, given that I have always had the ambitions of being a leader in a senior government office. However, despite all of the above, I have been lucky enough to have a family and school that have always embraced social justice. However, from the school perspective, there still have been several oppressive instances. For the case of the family, I have been able to enjoy all the privileges that the family offers.
Part II
When it comes to schooling, schools have always been considered as a promoting factor in creating an equality free environment in terms of social justice. Schools serve two functions, which include the promotion of learning and also promotion of social positions based on personal success. Mostly, in western societies, schools have always been taken to be a driving factor in promoting social justice. This has been due to the equal opportunity that it has always provided regardless of an individual's background (Autin, Batruch, & Butera, 2015) . However, socialization, racism, and oppression still have had impacts on the individuals who make up a school. In most cases, this has been experienced among the students.
Students in schools have always been subject to oppression. In most cases, young people have always been separated from each other. They are then trained on being part of capitalism and oppression in society. This has led to the reinforcement of racism, classism, and sexism, which has been a significant contributing factor in colonization (Bloch, 2015) . The majority of adults usually care a lot about young people. However, because of an oppressive system in schools, teachers typically get very little support, and as a result, they usually end up being the agents of oppression in their students. In this case, students will be separated from each other in terms of age and individual scores in the class. However, neither the teachers nor students are to be blamed, what should be blamed is the education system which brings about all this. In most cases, in trying to avoid this, a student will always work hard to prevent oppression. This role should be turned into the education system, which should be the one to work out on the situation and instead not the student.
Conclusively, socialization has had a positive impact on students. It has promoted the interaction of students of a different culture. This has always worked for the benefits of the school society at large since through the students, their respective parents might get to know each other, thus fostering society relations for those parents who like being social with others. Also, from this, students learn about others who may be distinct from them, gaining skills for future careers, and also, it has promoted the valuation of sports activities in schools (Bailey, 2015) . Therefore, it is essential for learning institutions to ensure that they embrace the positive values of socialization in schools as this will promote socialization to the entire school body at large.
References
Autin, F., Batruch, A., & Butera, F. (2015, June 4). Frontiers In Psychology . Retrieved from Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices: https://www.frontiersin.org/articles/10.3389/fpsyg.2015.00707/full
Bailey, N. (2015, September 2). NANCY BAILEY'S EDUCATION WEBSITE . Retrieved from Student Socialization in Public Schools: https://nancyebailey.com/2015/09/02/student-socialization-in-public-schools/
Bethesda, M. D. (2016). National Association of School Psychologists . Retrieved from Understanding Race and Privilege: https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity/social-justice/understanding-race-and-privilege
Bethesda, M. D. (2019). National Association of School Psychologists . Retrieved from Prejudice, discrimination, and racism: https://www.nasponline.org/x26830.xml
Bloch, E. (2015, August 28). Featured recent pt articles . Retrieved from School, Education, and Young People’s Oppression: https://www.rc.org/page/featuredrecent/pt172_053_mp
Harm, B. (2000). Readings for diversity and social justice. Retrieved from The Cycle of Socialization: https://depts.washington.edu/geograph/diversity/HarroCofS.pdf
