Assimilation and Acculturation: The Evolution of Becoming an American

by Herman Bailey | Apr 22, 2023 | Essays | 0 comments

Becoming an American is mostly associated with assimilation and acculturation. According to Fitts (2), assimilation is the process whereby the immigrants try to fit into the host society. Acculturation in America is defined as adopting the culture and customs of a different ethnic group. Immigrants from different parts of the world believe that becoming an American is embracing the new country by learning their values and customs. They normally do this by buying new clothes and changing their appearance altogether, learning the language; this was a huge step to becoming an American and trying to adapt to their way of life (Fitts, 5-8). Learning the American culture also involves adapting American foodways. How people made food could differentiate the insiders from the outsiders (Fitts, 10). In his quest to become an American, Pete had to put special emphasis on personal hygiene and cleanliness to fit into the American middle-class lifestyle (Fitts, 11).

Discover the Medicinal Uses and Safety of Aloe Vera

by Herman Bailey | Apr 22, 2023 | Essays | 0 comments

Introduction

The Aloe Vera plant is also known as the Aloe Barbadensis is a herbal medicine that has been widely used for a thousand years ago (NCCIH, 2016). This herbal plant has been known to cure a variety of diseases (internal and external). The history of the Aloe Vera plant can be traced back to northern Africa -Egypt- but it is now being used all over the world for its health benefits. Aloe Vera has two different preparations; the clear mucilaginous gel from inside the leaves which are obtained by cutting the leaves and is used to prepare the remedy to a variety of external diseases; the thick and fleshy grey-green leaves which are mostly consumed orally (Grundmann, 2012 and Kumar et al, 2010). According to Kumar (2010), the Aloe Vera plant contains several essential materials that make it a reliable herbal treatment for diseases. These include acids, amino acids, enzymes, lectin, lipids, minerals such as potassium, lactates, phenolic, polysaccharides, urea, and vitamins.

Uses of Aloe Vera

The aloe Vera plant has several health benefits which can either be internal or external. In the external uses of aloe Vera, studies show that it can be used to heal burns and other types of wounds due to its soothing and healing effect which reduces the burning sensation. These effects of the herbal medicine increase the rate of healing and the firmness of the wound through penetration of the gel to the blood cells (Kumar et al, 2010). For the medicine to be effective, the gel should be applied to the wound/burn three times daily (Grundmann, 2012). Aloe Vera is widely known for restoring healthy skin which is also recommended by doctors. It is a solution to several skin problems such as skin rashes, fungus infection, any scalp infection, and many others. The anti-oxidants present in the plant have an anti-aging effect on the skin by reducing wrinkles through neutralizing free radicles. Aloe Vera can be used as a moisturizer since the plant aids in the circulatory system. Due to its ability to boost the circulatory system, this herbal plant is an ideal ingredient for maintaining healthy skin.

In the internal uses of Aloe Vera, the plant has numerous medicinal benefits to the human body. The anti-inflammatory fatty acids present enables the smooth functioning of the gastrointestinal tract. This effectiveness is also contributed by the presence of enzymes and natural ingredients known as saponins which act as an antidote and flush out toxins from the digestive system (Kumar et al, 2010). Aloe Vera has a natural ingredient-pepsin- which prevents over-acidity hence reducing the effects of stomach ulcers. Consumption of Aloe Vera with food or drinks is known to control diabetes because it reduces blood sugar. Other medicinal benefits of Aloe Vera include reduction of cholesterol leading to a healthy heart, strengthening of the immune system, maintaining healthy joints preventing arthritis, and many others.

The Safety of Aloe Vera Use

Using topical Aloe Vera is considered generally safe for treating skin conditions. Appropriate doses should also be taken orally to avoid any complications. Medical conditions that are safe to use the aloe as a remedy have been mentioned earlier, however, people are warned against using aloe latex orally. Oral consumption of aloe latex is known to cause abdominal cramps, diarrhea, and kidney failure, or even cancer (NCCIH, 2016). The use of aloe Vera gel during pregnancy and breastfeeding is highly discouraged.

Evidence

Clinical reviews that have been done have proven the efficacy of aloe Vera use on the treatment of external health conditions such as burns and wounds, acne, herpes simplex virus, oral lichen, etc. Research on the use of Aloe Vera for the treatment of internal health conditions such as diabetes is inconclusive (Grundmann, 2012). A study done on the use of aloe vera gel to treat oral lichen, burns, dermatitis showed that it is more effective to the patient as compared to the use of the placebo.

Personal Narrative

Aloe vera is a treasure according to many communities around the world. Following its health benefits, I have witnessed people venturing into aloe vera farming for sale. From my experience, I have used aloe vera several times to strengthen my immune system. However, there is a myth that I doubted was true until when I have confirmed my doubts from this research; that people believe the medicine has been effective after oral ingestion when the user diarrheas!

References

Grundmann, O. (2012). Aloe Vera Gel Research Review. Natural Medicine Journal, 4(9). Retrieved from https://www.naturalmedicinejournal.com/journal/2012-09/aloe-vera-gel-research-review

Kumar, S., Bhowmik, D., Chiranjib, & Bishajit. (2010). Aloe Vera: A Potential Herb and its Medicinal importance. Journal of Chemical and Pharmaceutical Research, 2(1), 21-29. Retrieved from http://www.jocpr.com/articles/aloe-vera–a-potential-herb-and-its-medicinal-importance.pdf

NCCIH. (2016). Aloe Vera. Retrieved from https://nccih.nih.gov/health/aloevera

5/5 - (2 votes)

Herman Bailey

Social Media’s Role in Revolutionizing Health Care Delivery

by Herman Bailey | Apr 22, 2023 | Essays | 0 comments

Introduction

Social media has become a vital part of life, affecting and affecting various aspects of the human existence. With social media such as Face book and twitter registering tens of millions of daily users and more registering on a daily basis, social media cannot be ignored. Social media has unique advantages which have become vital for use in healthcare. The health care industry can no longer ignore the advancement of technology. The relationship between the strengths of social media and emerging health care issues often results in significant improvements in the performance indicators of the industry such as cost, quality of service provision and speed in delivery of healthcare services.

Hypothesis

The use of social media in healthcare leads to improvement of the working conditions in the health care sector
The use of social media in healthcare allows for easy provision of services to patients which in turn boosts morale

Research questions

Can Social media such as face book and twitter be used to improve working conditions of the personnel
Does social media improve the provision of services and boost morale?

Social Media In Healthcare

The role that social media plays in healthcare cannot be denied. The importance of social media in improving the industry itself and the services provided to consumers. Stakeholders agree that the social media has provided a unique avenue for improvement.

Efficient Preventive Care

The future of health care lies in the preventive care which involves a lot of energy and time often demoralizing the workers. (Dejong 2013) states that governments and other stakeholders in the health care industry are focused on ensuring that prevention comes before cure. Matters such as vaccinations are vital in prevention. Insurance companies have taken the prevention care seriously, continuously encouraging and requiring their members to lead healthy lifestyles. This includes disseminating information on nutrition, exercise and general lifestyle choices. The internet has made it easier to send information. Social media can be accessed through various channels. One does not necessarily have to own a computer or even laptop, mobile phones and tablets among other devices are enabled to provide social media services. Customers often attempt to or access information through the various apps in their devices. With such easy dissemination of information, it s easy for doctors and other medical stakeholders to ensure preventive care is a success.

(Taylor and Field 2007) customers are often encouraged to update their own profiles, in addition with information about their general life. Doctors can access such information and create a database that is quite useful in ensuring that potential ailments are prevented. With today’s technology it is possible and in fact has become a trend for doctors to monitor their own patients remotely. Whereas traditional, patients would be required to attend clinics where they are checked for potential ailments and diseases. There are various apps often broadcast reminders for the patients for potential ailments, care and management at home and physical examination requirements. (Franklin 1999) in his study found that there was a direct increase in patients visiting doctors for physical checkups and examinations for those doctors who made use of social media. Patients who get reminders and messages from their doctors for potential checkups and issues that they need to take care of with regard to their health are most likely to remember their appointments. Further, (Sturm 2010) also found that for doctors who make use of social media also had an increase in patients who kept track of their vaccinations and well being appointments. For mothers on social media, constant reminders of vaccinations and baby care ensured that post natal care is not forgotten.

(Mason et al 2012) analyzed social media from the perspective of patients and found that majority of the diseases are easily identified and treated in the early stages. Often before visiting the doctor’s office, patients seek information with regard to the symptoms they are experiencing. Sometimes they share such symptoms on social media, where with the help of professionals and other patients they receive help on diagnosis. Further, doctors and medical personnel are also able to share information on various diseases which are hard to diagnose. (Murero and Rice 2006) analyzed diabetes patients in his study. He found that majority of the individuals who were diagnosed early read information and gathered data from social media. Through social media updates by medical doctors and stakeholders in the medical field, they began suspecting and eventually went for tests on diabetes where they were diagnosed early. The result is that they in turn were able to manage their disease better. Early diagnosis increases the chance of excellent management, reduces the suffering of the patient and in turn makes the chances of survival higher. According to (Gordon 2005) currently the internet in awash with information on diagnosis of various rare cancer disease. Such diseases have claimed several lives because they are diagnosed late. In an attempt to change the current, doctors are turning to social media to disseminate vital information on diagnosis techniques, symptoms and even probabilities of infection. (Brent 2003) suggests that one of the most successful campaigns upon which other campaigns are modeled after is the breast cancer campaign. 60% of the women on social media often receive updates on breast cancer screening and diagnosis. Further, social media has successfully carried out several campaigns with regard to fighting breast cancer. (Crompton 1990) concludes that many more women have access to all the information they need and require for self diagnosis. They are able to join together in groups to fight off the scourge that has become breast cancer. Using different apps, each day women are able to diagnose, seek treatment and learn more about breast cancer without having to leave the comfort of their work place or even home.

Chronic Disease Management

Healthcare budgets take up a large portion of the national budget. Concerns for quality service provision and an increase in the need for medical services have driven national budgets for health care higher and higher. The management of chronic diseases takes up at least 75% f the national healthcare budget in America. In addition, majority of the deaths accounted for in the past decade can be attributed to chronic diseases, (Peabody et al 2013). It is therefore not surprising therefore that concern for chronic disease management and treatment has taken the world by storm. More and more people are getting infected each year with chronic diseases. Patients with chronic diseases are severely limited in terms of engagement and participation in production activities. As shown by (Rushmer 2002) chronic illnesses require much more than regular clinical interventions. management of the diseases goes beyond the clinic and is actually more focused on long term care and constant communication between the patient and caretakers specialized in that particular ailment. (Peabody et al 2013) suggests that these diseases often require serious lifestyle modifications, without which management of the same would be impossible. Patients find it difficult to keep track of the lifestyle changes they are expected to make. In some cases even beginning the change is a difficult process. Social media provides a platform where groups of patients can begin making modifications together and share secrets on how to make the journey easier. For example through the groups, the patients can be able to make proper plans for the changes they need to make, share diet ideas and even exercise plans.

Perhaps the biggest challenge faced by people with chronic diseases is the effects that arise from treatment. For example, cancer patients have severe reactions to chemotherapy and other treatment options they have to undergo. Sometimes the medication itself is the problem, causing severe reactions. Whereas, such patients may receive support from family and friends, sometimes all they require is simple contact with others going through the same experience. Tracing a support group physically, requires time; attending the meetings requires energy which patients rarely have (Rushmer 2002). Social media has provided the direct solution where patients can meet and interact, sharing experiences and encouraging each other. Through social media, patients who are miles apart even in different countries have an easy time finding encouragement, sharing experiences and getting support from others who may be going through the same issues.

Social media not only allows patients to keep in touch but also gives a chance for professionals to keep in touch with groups of patients. Through the social media, information can be shared with regard to new improvements and the advancement of technology associated with chronic illnesses. (Murero and Rice 2006) highlights that in the past, disseminating information and research that is vital for patients took time and often reached the patients when it was too late. Today, it is a matter of minutes and seconds before patients become aware of the treatments available and the advancements that could assist them. (Dejong 2013) focuses on the first social media network for women suffering from breast cancer. Through this network several research findings have been disseminated. It is not only this; in fact researchers find it easier to gather information and vital data through social media. Whereas gaining access to patients for research could be difficult, through the social media thousands of patients are made available at the click of a button. This benefits research in that advancements and innovations can be completed much faster for the benefit of those suffering from chronic diseases.

My breast cancer team continues to be one of the best examples of a social media network dealing with a chronic disease. According to (Rushmer 2002) the network and site continues to be the most active in the social media platform. The site has been credited for the early diagnosis being experienced in terms of breast cancer. In 2012, the site was accessed by more than 200,000 women in the United States alone. Worldwide access reached the millions with more and more women joining the network daily. The social network helps women to connect with others who are suffering or have suffered from breast cancer. Through the network, the patients learn how to manage the disease and to minimize the challenges that they will encounter when undergoing treatment. Early patients are made aware of what to expect in terms of treatment. Patients not only discuss management of the disease, they go further to provide encouragement and share experiences such as financial issues that arise from costly treatment. Through such discussions, the patients are made aware of other treatment centers where they can receive care at manageable costs; they are also made aware of financial services and insurance companies who could make the financial burden much easier.

(Sturm 2010) indicates that the introduction of social media to chronic diseases has given a voice to chronic patients. In the past, such voice has been limited to support groups which meet weekly or even monthly. However, with social media patients get a place to articulate their emotions whether they are at home, or even in the office. Social media gives them a chance to share not just the challenges they are encountering but also the small victories. Such victories may not be well understood by other individuals, however willing they are to provide support to the patient. Other patients on the other hand, are able to provide the right support and often understand the small victories much better than family and friends. (Reisman 2007) found that patients who joined and had access to social media proved to be more stronger emotionally even when faced with a multitude of challenges. For some, the treatment itself was not working; however, because of the support they had from their social media groups they were much stronger. On the other hand, patients without social media access tended to be slightly weaker when it comes to emotional wellbeing and sometimes also the physical desire to fight the disease.

(lanz et al 1990) in final analysis, medical parishioners have credited social media for successful campaigns in chronic diseases. Diseases such as diabetes and various forms of cancer are now easily identified and often diagnosed early following easy and excellent dissemination of information through social media. According to (Hill et al 2014) every single hour there are people talking about, communicating and discussing various aspects of a particular disease. Social media has brought them together from across borders. Places where information would be hard to get have been brought into the loop through social media. For patients and medical stakeholders as well, management of chronic diseases has definitely been made much easier.

Reduction Of Costs While Increasing Effciency

There has been a rising concern with regard to high overhead costs. Often, hospitals are running on deficits. They are unable to meet their own obligations, nurses often have delayed salaries, doctors costs are rarely paid on time and sometimes especially in public hospitals patients can only find substandard services. Boards employed and directors put in place in healthcare centers have only goal exemplary and common goal and that is to reduce the cost of services. One of the ways to accomplish this goal is through social media. (Phillips et al 1994) looks into the issue and concludes that communication through social media and maintenance of active follow up in these channels can cut the cost and budget of healthcare by at least 23%. Patients do not need to spend a lot of time on queues waiting to be attended to. In the small matters, they can consult with the doctors only. (glanz et al 1990) further highlights that doctors are able to treat many patients at once. This means that with one doctor attending many patients, the wage bill could easily be reduced. Furthermore, chances of burnout are reduced greatly. Hospitals are often forced to spend much in managing their own medical personnel health. Spending any hours and days without time off from work treating patients and ensuring excellent care is given to them can be detrimental to the health of the personnel.

According to (Powers and Faden 2006) there is one cost that is often rarely considered but which increases the budget of the hospital. Telephone calls made when following up the patients, coordinating with other healthcare personnel in charge of the treatment of the patient sometimes consists at least 10% of the hospital budget. This coupled with paper for filing; personnel to manage such paper work can increase the budget of the hospital extremely. Social media allows for storage of information, follow up and easy communication between patients and their team of medical personnel. The result is a reduction in cost. (Ruger 2010) notes that whereas majority of the policies introduced in hospitals rarely last the duration or even have a great impact on the reduction of the budgets; social media maintains itself and ensures high chances of success. Once a healthcare unit has began using social media, for follow up and provision of services they see not just a reduction of costs but also an increase in efficiency. Teams of doctors even in different health care units are able to keep in touch. Follow up mechanisms are generated allowing personnel to ensure patients keep appointments. Simple queries are handled quickly thereby ensuring that they do not escalate into bigger issues that would be much more difficult and in some cases detrimental.

In 2010, Vista an online healthcare provider introduced various apps that allowed patients and doctors to interact easily through social media. The apps could easily work on various gadgets including mobile phones. The Health performance management organization took time monitoring the products associated with this online healthcare service provider. The company concluded that the online social media had allowed Vista to cut its costs by 30%, (Saltman and Otter 1995). It is to be noted that Vista provides healthcare to the military personnel. The cost of treating and maintaining the health of individuals in the military is often much higher than in any other career. The personnel caring for the individual often have low morale. The hospitals are under staffed; the military personnel are in so much pain or having serious problems adjusting to society. With the online healthcare provider, it has been noted that staff are not only highly motivated; the company has also been experiencing a low turnover. According to (Brent 2003) medical personnel have the highest turn over rates. Majority of the personnel working in military hospitals leave within a year of being employed. The rest are completely burnt out, and have no desire to improve their own services. However, with social media they are able to interact with their patients outside the hospital environment. In addition, they are able to become part of the successful treatment that comes from extended care. They therefore become more motivated, more willing to participate in the healing process and more willing to give an extra effort towards the same.

Improved Collaboration With Other Personnel

Perhaps the biggest advantage that comes from social media in health care is the ability to collaborate with other doctors and medical personnel. Often one patient is handled by various teams of doctors. Bureaucracy and poor interaction in the team can lead to frustration. (Ruger 2010) found that at least 17% of medical personnel felt that communication within a team was not only vital but necessary. However, he found that majority of the teams involved in medical care of a patient had poor communication within themselves. The result was that there was constant argument, conflict and delays in provision of service. Patients of course suffer the most when there is a breakdown of communication. However, the frustration of the medical personnel cannot be ignored. Often, they have a hard time completing the tastes assigned to them. The result is that they become frustrated and demoralized especially when the care of the patient is delayed and put in jeopardy. Social media has completely improved communication between teams. (glanz et al 1990) suggest that the ability to communicate with each other across states, borders and even using various gadgets makes work twice as easy for the workers. It does not matter where each individual is, they can update the information, confirm the options and get in touch with fellow medical personnel easily. Since the communication becomes easy, the individuals are able to complete their tasks on time and easily. The result is that they become highly motivated because they are able to record and keep track of their own accomplishments.

Furthermore, there are times that medical personnel require assistance in understanding certain phenomenon. Traditionally, communication between medical personnel has often been limited. Each individual is skilled with special knowledge and talent that could be vital in the care of the patient. Lack of proper knowledge and skills can be detrimental to the confidence of the individual personnel. It is important to note that such confidence is vital in ensuring that the individual enjoys the work. Without confidence, they can easily lose morale. (Saltman and Otter 1995) in his research on human resource personnel found that workers who have no confidence in their own skills, who cannot communicate or interact with fellow workers often suffer from low self esteem which in turn affects the quality of work they are able to produce. Social media allows the medical personnel to keep in touch with others. This way they are able to enrich each other in terms of knowledge and skills. Such enrichment allows the individuals to become better skilled and confident in their work.

(Ruger 2010) has shown that physician to physician interaction is important towards ensuring efficiency in health care. The medical field is continually becoming wider, introducing new technology and treatments on what seems like a daily basis. Physicians are often too busy to seek out new knowledge and can become frustrated with the nature of ailments that they do not understand. With social media, communication is instant and through any device. With the physicians keeping in touch new technology and innovations are easily communicated. In the end, the physician is up to date, is able to provide excellent care to his own patients without even having to leave his own work place. With the busy schedule and lack of time that physicians are often faced with, this social media becomes vital and a necessary addition to the healthcare industry. The medical personnel can share ideas, experiences and therefore be able to encourage each other through the unique challenges that they are encountering.

Talent Search

The current economy is such that individuals looking for challenging and exciting new opportunities for work often find it difficult to find the same. There are less and less chances even in the large healthcare industry to find new employment. This often leads to high frustration and in many cases a change in career paths. The lack of employment is an issue that has been debated by governments and employment institutions for decades. There is need for creation of new employment opportunities. In the case of health service workers, finding employment can be quite difficult. They have no time to search for employment, and are often too scared to leave the security of their current employment in search of a new job. (Cohen 2013) suggests that the fact that they lack alternatives and feel cornered in their current place of employment is likely to cause dissatisfaction and poor morale among the staff. Social media beings a new avenue that is where hospitals can record their talent search, vacancies and employment opportunities can be shared. In fact as shown by (Anderson et al 1994) it is possible to get employment opportunities, opportunities for interviews without even presenting and making the application. Some social media sites not only bring professionals together, they also allow for registration of resumes and interests for career. Companies and health facilities looking for skilled professionals can look here, identify the person most suitable and make an offer.

With employees no longer feeling boxed in, they can identify interesting, suitable and challenging opportunities towards furthering their careers. (Mesko 2013) found that the health care industry players are often not concerned with career development. This is despite the fact that career development is one of the most vital elements in ensuring motivation. With social media increasing chance of development in career, workers are more motivated they have greater morale to work and are therefore highly productive.

Conclusion

With more and more people turning towards social media for various issues, it has now become a vital tool in healthcare. Social media has of course improved the provision of services to the patients. Where traditionally patients had to rely on face to face interaction, today online care is becoming the ideal form of treatment. Much focus has been put on the patient but it is vital to note that workers also enjoy the benefits of social media. Doctors and physicians are able to keep in touch with their own patients easily. In addition, they are able to provide efficient services without involving too much energy.

The healthcare industry often has been noted as having the highest rate of burnout among workers. It is often found that such workers are working only because they have to. Because they lack the motivation, mistakes are often made. News and media worldwide are often recording mistakes that have been detrimental to the health of an individual, sometimes even leading to death. Surprisingly in majority of these cases, someone could have done something. However, because of poor motivation and a lack or morale the situation was allowed to escalate beyond what could be handled.

Social media is a channel that could easily be used to repair the industry. Workers are allowed to keep in touch with others, often foaming support groups which allow them to work through various challenges at work. Because they are in touch, and often have avenues to vent out their frustrations they become more inspired and willing to dedicate and sacrifice for their patients. Through social media, the personnel are able to maintain high morale by maintaining contact even across nations. With good advice and hearty discussions taking place in this platform, they are less likely to become bored and frustrated with their own work.

References

Anderson, J. G., Aydin, C. E., & Jay, S. J. (1994). Evaluating health care information systems: Methods and applications. Thousand Oaks, Calif: Sage Publications.

Brent, R. J. (2003). Cost-benefit analysis and health care evaluations. Cheltenham, UK: Edward Elgar.

Cohen, I. G. (2013). The globalization of health care: Legal and ethical issues. Oxford [UK: Oxford University Press.

Crompton, M. (1990). Attending to children: Direct work in social and health care. London: E. Arnold.

Dejong, S. M. (2013). Blogs and tweets, texting and friending: Social media and online professionalism in health care. Amsterdam: Academic Press Inc.

Franklin, B. (1999). Social policy, the media and misrepresentation. London: Routledge.

Glanz, K., Lewis, F. M., & Rimer, B. K. (1990). Health behavior and health education: Theory, research, and practice. San Francisco: Jossey-Bass Publishers.

Gordon, S. (2005). Nursing against the odds: How health care cost cutting, media stereotypes, and medical hubris undermine nurses and patient care. Ithaca, N.Y: ILR Press, an imprint of Cornell University Press.

Hill, C. A., Dean, E., & Murphy, J. (2014). Social media, sociality, and survey research. Green Press Ltd

Mason, D. J., Leavitt, J. K., & Chaffee, M. W. (2012). Policy & politics in nursing and health care. St. Louis, Mo: Elsevier/Saunders.

Murero, M., & Rice, R. E. (2006). The internet and health care: Theory, research, and practice. Mahwah, N.J: Lawrence Erlbaum Associates.

Peabody, A., & American Bar Association. (2013). Health care IT: The essential lawyer’s guide to health care information technology and the law. Chicago Press

Phillips, C., Palfrey, C., & Thomas, P. (1994). Evaluating health and social care. Basingstoke, Hampshire: Macmillan.

Powers, M., & Faden, R. R. (2006). Social justice: The moral foundations of public health and health policy. Oxford: Oxford University Press.

Reisman, D. A. (2007). Health care and public policy. Cheltenham, UK: Edward Elgar.

Ruger, J. P. (2010). Health and social justice. Oxford: Oxford University Press.

Rushmer, R. K. (2002). Organisation development in health care: Strategic issues in health care management. Aldershot, Hants, England: Ashgate.

Saltman, R. B., & Otter, C. . (1995). Implementing planned markets in health care: Balancing social and economic responsibility. Buckingham: Open University Press.

Sturm, S. (2010). Web 2.0 and the health care market: Health care in the era of social media and the modern Internet. Hamburg: Diplomica Verlag.

Taylor, S., & Field, D. (2007). Sociology of health and health care. Oxford: Blackwell Pub.

5/5 - (5 votes)

Herman Bailey

Comparative Analysis of Christian and Buddhist Health Care

by Herman Bailey | Apr 22, 2023 | Essays | 0 comments

Abstract

Health care providers often come into contact with people from different faiths. Many of these faiths may seem similar or completely different from one another. As health care providers we need a culturally diverse knowledge base to provide individualized patient-centered care. In addition to being familiar with our patients’ cultural and religious beliefs, we need to be familiar with the rationales supporting these beliefs. It is important to encourage religious participation in the hospital setting, since it may impact our patient’s plan of care. This paper provides a comparative analysis of two faith philosophies towards providing healthcare. One of the faiths discussed is Christianity, the other Buddhism.

Introduction

When it comes to health care, cultural factors have a strong influence on patients’ and families” decisions. Some cultural or religious groups may be similar, but none are the same. There are often different sectors that have their own requirements. Health care providers need to be familiar with the different types of belief systems, to include it in the patient’s care plan. In this reading, a comparative analysis of Christianity and Buddhism philosophies towards health care will be provided. Also, this paper will describe this writer’s own spiritual perspective on healing.

Worldview is the person’s perspective of life. “Worldview provides the foundation on which we live.” (Shelly & Miller, 2006). For many people,e culture and religion provide the way they carry on with their lives. (GCU, 2006). In the Christian Worldview, the prime reality is God. God is the creator of the world around us. In the world that God created, he created humans. God created human beings to live in a community and love one another. (Shelly & Miller, 2006). In the Christian worldview, when a person dies they leave their physical being, yet their soul lives on as an eternal being. Christians believe that we gain our knowledge from God. We were created from the image of an all-knowing God and the things we know, we know because of the gift of knowledge received from God. Christians also believe that determining what is right or wrong also comes from the rationality given to us by God. We are made from the image of God, and God is good and has good character. God has made himself, and his purpose known in history by his actions. A time is coming when the true worshipers will worship the Father in the spirit and the truth. For they are the kind of worshippers the Father seeks. (John 4:23). (Bible Gateway, n.d.). Human history for Christians is to comprehend the purpose of God. To continue spreading the word of God and prepare to live in a community with a loving, and holy God. (What is Worldview, 2006).

Buddha Shakyamuni was born as a royal prince in 624 BC and was the founder of the Buddhist religion. Buddhism is a method of attaining enlightenment. The existence of God is not relevant to life or spirituality. They believe that Gods may exist but are not worshipped, and are temporary beings. When it comes to the nature of the world around us, Buddha states “The world exists because of causal actions, all things are produced by causal actions and all beings are governed and bound by causal actions. They are fixed like the rolling wheel of a cart, fixed by the pin of its axle shaft.” (Sutta-Nipata 654). (World Scripture, n.d.). Buddhists believe in the state of peace known to them as Nirvana. They see it as passing into another form of existence. To reach Nirvana, we need to let go of desires, attachments and get rid of our ignorance. Buddhists believe that after death, we are reborn again. Our state of mind at the time of death is important due to it playing a vital decision on how we will be reborn. Buddhist believe that there are 31 planes of existence. Until one has attained Nirvana, he or she will be reborn into any of those planes over and over again; due to their karma. (Buddhism vs. Christianity, n.d.) Buddhists believe that it is possible to know anything at all, due to getting in touch with ourselves and looking within. They believe the ultimate is unknown, and not specifically this or that. The focus is on the cycle of rebirth. Due to this, history has little meaning to Buddhists. To Buddhists “there is movement and change without involving the idea of purpose.” (Tripp, D., 1999).

Some critical components to all religions in regards to health care, and healing, involve prayer, meditation, and belief. Religious traditions and practices may be complex. For this reason, it is important to encourage patients and family members to interpret how their religious or cultural values may be relevant to the hospital stay. By obtaining this information, health care providers can determine in what ways they can implement certain needs, decisions, and treatments.

In Christianity, two strong components in promoting healing are prayer and faith. If there is no faith, the miracle of healing cannot occur. (Ether 12:12). As James 5:15 mentions; the prayer offered in faith will make the sick person well, the Lord will raise them. If they have sinned, they will be forgiven. (Bible Gateway, n.d.). In Christianity Jesus Christ is the healer. Physicians are not healers, they only aid in the healing process. When sick one must pray and seek God. God hears our prayers according to his will. God sometimes does not heal the faithful and obedient, because in his great love he wants eternal life for us. He became “perfect through sufferings.” We all must become perfect through suffering, even if that means the suffering of disease. (Hebrews 2:9-10). (Bible Gateway, n.d). Some implications for Christian health care would be to contact a pastor at the patient’s request, provide a bible, provide them with medication education, and be prepared for alternatives; due to possible rejection of medication.

In Buddhism, mindfulness and meditation are strong components in healing. A quiet, peaceful environment may be needed for the mind to be at ease. Diet may be a strict component needed for Buddhists. They are strictly vegetarian, any animal foods or even medications produced from animals may be problematic to their healing process. They may be skeptical about using medications that may affect awareness. Even though Buddhism focuses on relieving suffering, some prefer to skip the pain medication or anything that will alter their mental status. Some families may pray or chant, and place a picture of Buddha in the room of the sick. Buddhists need to maintain clarity of the mind, peace, and tranquility throughout their healing process. (Ehman, J. 2012). Some implications for Buddhists in health care would be to maintain autonomy by preventing mental cloudiness with medications, providing privacy, maintaining dignity, and focused care must be provided for the patient. (Ehmen, J. 2012).

It is important for patients of different faiths, for their beliefs to be acknowledged by health care providers whose spiritual beliefs differ from their own. They need to feel safe, and comfortable when receiving health care. Patients need to be able to trust their health care providers to accept and participate in their care plan. There are so many different types of culture shock upon arriving in the United States. These students must understand the cultural and religious beliefs. Health care providers aren’t expected to understand every one of them. Health care providers should listen to the patient to gain a bit of knowledge about their preferences. They are expected to be compassionate and respect the patient’s beliefs and decisions, regardless of differing from their own. When certain traditions are not appropriate for a hospital setting, the management of their own health, and this is possible by empowering the patients. Therefore, the nurses and other health care providers may aid in finding alternatives. Some examples would be in some religions such as Buddhism, Jehovah witness, and Catholics; incense is burned as either a sign for worship, to offer prayer, or for serenity. (Ehman, J. 2012). This is not allowed in most hospitals. The health care provider can find alternatives such as fresh flowers to aid the patient. Missing Mass or a special observance may be stressful for Catholic patients. The health care providers may discuss contacting a clergy or hospital chaplain for the patient and their family. These helpful acts demonstrate that health care providers understand the importance of such rituals for the patient’s healing process.

This research has provided this writer with a better understanding of how important certain religious, or spiritual traditions can affect a patient’s healing process. Not implementing certain needs may be crucial to the patient’s mindset, cause them stress, and disturb their healing. When a patient is at the end of life care; it is critical to listen to theirs, and their families’ needs for them to be at peace in this life, for some in the afterlife, and both for others. This research has definitely shown the importance for health care providers to listen, find alternatives, and provide patient comfort not only medically, but spiritually as well.

This writer’s spiritual perspective on healing involves the power of prayer. This writer was raised to have faith, and pray. When a member of the family, friend, or stranger is sick; this writer turns to prayer and has faith that Jesus will heal those in need. This writer also believes that a quiet, peaceful, and clear mindset helps aid in the healing process. When people are facing a tough moment in their lives, such as health problems, their religious beliefs can help them overcome feelings of fear, helplessness, and regain a form of control, and strength. We must take sickness as a trial. Like any other trial; we must trust that God knows what is best for us; not only for healing but in everything in our lives. Lord my God I called to you for help, and you healed me. (Psalm 30:2). (Bible Gateway, n.d.).

References

Shelly, J. A., & Miller, A. B. (2006). Called to care: A Christian worldview for nursing (2nd ed.). Downers Grove, IL.: IVP Academic. ISBN-13: 9780830827657 (Electronic Version). Retrieved from http://gcumedia.com/digital-resources/intervarsity-press/2006/called-to-care_a-christian-worldview-for-nursing_ebook_2e.php

Grand Canyon University. (2015). Foundations of Christian Spirituality in Health Care. Lecture Notes.

World Scripture. (n.d.) Eternal Truth. Retrieved from http://www.unification.net/ws/theme012.htm

Bible Gateway. (n.d.). John 4:23 Retrieved from https://www.biblegateway.com/passage/?search=Jn+4%3A23&version=NIV

Tripp, Dick. (1999). Four Major Worldviews.

Ehman, J. (2012). Religious Diversity: Practical Points for Health Care Providers. Retrieved from http://www.uphs.upenn.edu/pastoral/resed/diversity_points.html

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Herman Bailey

Teaching Mathematics with a Social Justice Lens

by Herman Bailey | Apr 22, 2023 | Essays | 0 comments

Section 1: – Introduction

The modern day world is unequal….unequal in terms of power, opportunities, access to resources and so on. Education is embedded in that unequal system and within that an educational curriculum based on transmitting received knowledge which is epistemologically oppressive. Students are not encouraged to depend on their own life experiences but rather to refute it and replace it with the knowledge and experience of ‘experts’, through a hierarchical and competitive epistemology which undermines the validity of their own knowledge (Gerdes, 1985; Giroux, 1983). It gives no opportunity nor platform for challenging the (unequal) status quo. The old transmission model of teaching, in a traditional formal classroom environment is diametrically opposite of what we require to produce learners who can think critically, synthesise and transform, analyse, experiment and create. We need a flexible curriculum, active cooperative forms of learning, and opportunities for pupils to discuss, debate and talk through the knowledge which they are exposed to (Gipps, 1993, p. 40). An alternative mathematical epistemology is based on the principle that mathematics is “co-constructed” (Cobb et al., 1992, p. 573) by teachers and students, a product of the thoughts of many humans and, consequently influenced by all present. It is an epistemic strategy “not based on any claims about ultimate truth … not clothed in guarantees of any kind” (Restivo, 1983, p. 141). As a result, learner enquiry and the generation of understanding and meaning are valued and the focus shifts “from teacher delivery of ‘knowns’ to learner investigation of ‘unknowns’ (Burton, 1992, p. 2). This creates an atmosphere which allows the development of the capacity to be critical: it allows for the possibility of hope and the belief that things might be otherwise than as they are (Giroux, 1992). Many different interpretations exist for ‘teaching for social justice’ and can be attributed to and explained as “sliding signifiers” as postulated by Apple (1995). That is, the actual meaning of social justice teaching is multi-faceted having many different aspects and features. It is subject to many interpretations by various groups with differing agendas that are sometimes very different educationally and ideologically. Varying audiences, content, and goals affect an individual’s conception of teaching that is socially just, and various conceptions might limit the approaches toward equity and justice (Chubbuck & Zembylas 2008; North 2008). The conceptualisation of teaching mathematics for social justice draws mainly from Paulo Freire’s work who came up with a critical pedagogy that was aimed at forming a society where the humans have the ability to actively transform their society in order to make it better. According to Freire (1993, p. 30), “this pedagogy belonging to the people who are oppressed must be forged with the pedagogy for the individuals who are not oppressed… in the continuous struggle for regaining their humanity.” The purpose of social justice education is not to integrate the marginalized people into the existing society but instead to make changes to the society, so everyone is rightfully included. Therefore, education should assist students in analyzing oppression and criticising inequities by pointing out how these issues link to their lives and engaging them so as to challenge the structures that are inequitable (Bartell 2013). Although social justice education could be explained as a forthright endeavour to motivate students by expanding the pool of ‘real-world’ problems, the research literature theorizes the ambitions of social justice mathematics as teaching more ambitiously. Taking the stance that neither mathematics nor mathematics education are neutral activities and that exposure to mathematics education will not necessarily ensure equitable opportunity or provide a voice for all. Supporters of teaching and learning mathematics for social justice strive to broaden equity goals beyond significant mathematical learning for all groups and to embrace and generate of talents and abilities for fighting systemic oppression. (Bell 2007, p.1), “The goal of social justice is full and equal participation of all groups in a society that is mutually shaped to meet their needs”.

Section 2:- Critical Standpoints in Mathematics Education

Darder et al (2003) asserted that the critical educators, who were typically outside of mathematics’ education, indicate that education should assist people in recognizing inequity as an outcome of economic and social relations that are created by humans that can be challenged. Based on the constructs of praxis and dialogue, critical education engages classroom social problems and utilities other examples beyond the classroom. Such educators regard knowledge as a socially mediated process that is ongoing that is simultaneously objective and subjective and always affected by power relations. Therefore, the people who take a critical standpoint towards education must necessarily grapple with issues of power and identity. This is also true in other domains including mathematics education (Gutiérrez 2013). For example, critical educators understand that the students who have been marginalized by social class or racism will not overcome their marginalization automatically by acquiring mathematics skills that are advanced. They need the ability to offer resistance and require more tools of analysis.

The critical literature on mathematics education advocates for assisting the students in confronting and applying mathematics in ways allowing them and the other students to achieve access to futures that are just and fair. The insight into how this work might be informed by the Freirean theory and is provided by Frankenstein (1987). Frankenstein applied co-investigations in statistics courses and dialogue in helping working class adults to understand statistics as a creation by humans, practiced in particular economic and historical contexts and used to confront and maintain inequity. In addition, the researchers who wrote about approaches to mathematics education that were culturally relevant in the 1990’s, in contexts throughout primary and secondary education, generated clear attention to such world’s political nature (Tate 1995; Ladson-Billings 1995).

Critical theory, has greatly influenced the development of critical pedagogy and in conclusion the resulting forms in mathematics education and critical mathematics education (Frankenstein, 1987, Skovsmose, 2004) and social justice mathematics education (Gutstein, 2006). Two of the main aims of critical mathematics are to (1) develop within learners “conscientizacao” (a kind of political awareness) that permits an individual to realise her or his position in society and as a part of history (Freire, 1987) and (2) motivate and stimulate individuals to action. Conscientizacao is fashioned through an aptitude to analyse society from a political viewpoint, incorporating that opinion into self- identity, and being able to recognise injustices in the world. In mathematics, this has been translated into learners being able to interpret and analyse data in ways to assist them visualise the humanity/inhumanity behind the figures numbers and to utilise mathematics as a tool for exposing and analysing social injustices and as a basis for convincing others of a particular (often non-dominant) standpoint or opinion. Learners as considered active enquirers and take a participatory role in problem-posing dialogue as important aspects of critical mathematics education. Through dialogue, learners are given the experience and opportunity to express themselves and respond and act on their knowledge. In this way, students are provided with a broader number of choices on how they can interact which their peers and other citizens. Moreover, practitioners and researchers who seek to understand their place both in society and history and aim to challenge the status quo reflect the growing field of critical mathematics education and social justice mathematics.

Section 3:- Teaching Mathematics for Social Justice

An increasing, but still small, number of researchers have started investigating teaching mathematics for social justice (Skovsmose, 1994; Gutstein 2003; Frankenstein 1997). For instance, Skovsmose (1994, pp. 208) considered whether “mathemacy,” which means a “competence in which people can understand and interpret social reality features,” can be used for empowerment since it can be a mechanism for organizing and re-organizing how to interpret social tradition, organizations and proposals for reforms of politics. Skovsmose (1994), in his work, examined mathematics’ focused projects, relevant to the lives of the Danish students and identified and associated significant processes, in supporting the students to achieve a broader awareness of the degree in which mathematics is incorporated in the everyday life and for preparation of the students for democratic citizenship. One such project, ‘Economic Relationships in the Childs World’, involved students; analysing their personal use of money, examining and critiquing a social program which awarded money to families based on the family’s number of children and creating a budget for a youth club (Bartell 2013). Skovsmose (1994) used each project in highlighting specific critical mathematics’ education aspects intended and directed towards social justice promotion.

Similarly, Gutstein (2003) suggested a theoretical framework for social justice pedagogy that included the students’ goals in writing and reading the universe with mathematics. Gutstein (2003) defined “reading the world” as applying mathematics in understanding relationships of resource inequities, power and unequal opportunities amongst various social clusters and, additionally, in understanding clear discrimination centred on language, gender, class, race and other dissimilarities. For instance, students used mathematics in addressing whether there exists evidence of racism in data for housing. On the other hand, “writing the world “entailed application of mathematics in changing the world, which is a process of development, or starting to perceive oneself as having the capability of creating transformation, and creating a form of social organization (Gutstein 2006, p.27). For instance, the students attended community meetings and wrote essays as they used mathematics in examining and confronting gentrification in their neighbourhood. In his study, Gutstein (2006, p. 70) found that students grew in their ability in understanding society’s complex aspects, whereby, “mathematics became a powerful and a necessary tool for analysis that students used in studying their socio-political existence.” Furthermore, Gutstein’s (2006, p. 127) data suggested that “mathematics in context” supported students to learn mathematics to understand and develop mathematical power, and that the views of his students grew about mathematics. They saw it as essential tool for socio-political realities investigation that shaped their lives.

Suitable curricula can theoretically support a social justice pedagogy, under certain conditions. The ultimate aim is the evolvement of good “critical thinking skills” as an implicit outcome. As Ladson-Billings (1994) puts it, “thinking critically” is something students require in order to struggle successfully against racism and injustice. A suitably taught curriculum can play a significant part in teaching for social justice because it helps to develop the critical thinking that is necessary in the melee for equity and justice. In fact, (Gutstein et al., 1997) argued a similar point about the theoretical relationship of NCTM-based pedagogy to the goals of culturally relevant teaching (Ladson Billings, 1995). Although not identical to the teaching for social justice, culturally relevant teaching is strongly oriented toward equity and justice (Tate, 1995).

Section 4:- Educating Teachers to Teach for Social Justice

Despite the fact that, there is virtually no existing research about in-service teachers that teaches how to learn mathematics, and how to educate for social justice as indicated by Gates & Jorgensen (2009), a large number of studies do exist addressing teachers’ learning in their preparation programs and disciplines, to teach for social justice, other than just mathematics (Cochran-Smith 1995; Barton 2003; Darling-Hammond et al 2002; Adams et al 1997).

Teaching for social justice is a process that needs teachers to adapt to a specific context their students and themselves are part of, and, therefore, is not a matter of method (Cochran-Smith, 1999). According to Bartell (2013) learning to teach social justice does not occur in one graduate or post-graduate course, but is a complex process and a lifelong undertaking that require reflection, perseverance and effort (Darling-Hammond 2002). Gutiérrez (2009) also stated that it needs teachers to visualise and accept it that way.

In a study conducted by Bartell (2013), the authors used a design of a graduate course that was informed by four main factors that guided the educators in learning teaching for social justice. The four main factors were drawn from a theoretical model of equity pedagogy of Darling-Hammond (2002), and they included schools, students, society, and self.

Teachers who are learning to educate for social justice must also get to understand themselves, both from another’s perspective and in person (self). Rousseau and Tate (2003) talk of the importance of teacher self-reflection on equity in mathematics education to “improve the educational experiences of poor students and students of colour in our schools” (p. 211). According to Darling-Hammond (2002), this includes making a reflection on how their opinions about learning and teaching get predisposed by the economic, historical and cultural perspectives within the social environment which they grew up, and trying to understand experiences and perspectives of others to make a reflection on how their personal biases may affect their teaching (Bell 2007). Because schooling, learning and teaching are associated to social, political and economic structures of power in the community (Kozol 2005), classrooms and schools are not sites that are neutral. According to Cochran-Smith (1999), teachers learning how to educate for social justice contend with getting to understand how these structures of power interact with their understanding of learning, teaching and society. NCTM (2000) states: “The mathematics classroom, then, is a place where all students should be encouraged to actively participate, contribute to discussions, share new ideas, and develop solutions to problems that are real to their respective cultural backgrounds and communities.”

Teachers, learning how to educate for social justice, must also get to understand and thoroughly know their students. Gutstein and Peterson (2006) note that “teachers should view students’ home cultures and languages as strengths upon which to build, rather than deficits for which to compensate.” (p. 3) This suggests that teachers should make specific efforts to identify, embrace, and include lived experiences of the students into the mathematics classroom to provide students stimulus and meaningful learning opportunities that may help encourage and support students towards success. Darling-Hammond (2002, p. 209) further asserted that they must know and understand their students in ways that are non-stereotypical while comprehending and acknowledging the means in which context and culture impact their learning and lives.

Teaching for social justice entails making issues such as classism, racism, equity, and power explicit classroom parts (Cochran-Smith, 1999). According to Griffin (1997), students have a broad range of reactions to the issues, from immobilization to resistance, to anger, and to excitement. Thoroughly knowing, understanding and appreciating students will include anticipating the myriad of students’ responses that they may exude or display or might be experiencing. Additionally, teachers teaching social justice should take into account the evolving understanding of students, self and social contexts that will affect the teaching and learning in order that they can enact and develop classroom practices supporting their school students. It is at this point that teachers can start developing pedagogies for social justice that maintain connections with the social contexts and students while also building on the existing knowledge of the students in creating new knowledge (Griffin 1997).

A close examination of the studies on social justice in education are in support with the argument that ethnic minority and more specifically black African students frequently need a method that is different to be successful in mathematics classes. From the qualitative study conducted by Gutiérrez’s (1999), which focused on the Latino high school students success in calculus, the findings were that Latino students in urban settings and from low socioeconomic backgrounds, have the same capability of achieving similar success, like their counterparts who are white and from suburban settings. According to Gutiérrez’s (1999), the key is the dedication and sensitivity of professional educators who have confidence in the abilities of their learners. In the study, Gutiérrez’s (1999) pointed out that the mathematics department was aware of the needs of the students and took them into account so as to provide the support necessary for the success of the student. The mathematics department members also embraced diversity and were extremely valuable in developing positive relationships inside and outside the classroom with the students. The teachers valued heathy professional associations with their students that they developed and maintained meaningful relationships which throughout the entire academic year. Moreover, the teachers took their time in learning and increasing their knowledge of their students, coordinating extra time outside their work and collaborating during the school days to discuss the progress of the students, lessons and evaluating the lessons of each other. The teachers offered to tutor, at different points within the course of the school day, in order to reduce the students’ probabilities of leaving the school purely because they were devoid of the necessary support and assistance required to complete the assignments. This support allowed the students receive adjustments equitably and enter classrooms at different levels to meet their personal and academic needs.

In a separate study, Gutiérrez’s (1999) used observations and interviews to examine the progress of calculus teaching. In this program, the success of calculus teaching to a pedagogy that was culturally relevant and was adopted by the department of mathematics (Ladson-Billings 1994). The teachers also shared the belief that the learners at high school level who had access to calculus also had access to fields of study and colleges that have historically excluded black students. As concluded by Gutiérrez, this access provided an environment that is culturally just for the Latino students, who may not otherwise be offered equitable resources that are essential for their success, in a different environment.

Teaching with social justice is as significant as educating for social justice. In his study, Mitescu et al (2011) measured implementation activities of the syllabus of social justice in primary school classes. The research applied a mixed methodology that was unique to the literature body in that it directly linked the teachers’ teaching practices to the outcomes of the students on the state mandated end of unit tests. The study findings indicated that the learners who received more teachings from the context of social justice demonstrated reasoning of greater depth and understanding and eventually scored higher in the state tests compared to those with the less teaching involving the context of social justice. Despite the fact that the study by Mitescu et al (2011), used only twenty-two novice teachers of the elementary school and their students, the results are accepted as dependable and they support and can be cited to validate social justice use in the curriculum. The successful results are also reflected for entirely other subdivisions and not only the black or white students. For those learners, who are in primary or elementary school, the early exposure to social justice concepts helps in providing a classroom that is ‘just’ socially and allows the students to start questioning the enacted policies and work towards an inclusive and equitable environment and atmosphere.

In a study conducted by Rousseau and Tate (1995), they noted a lack of pedagogy that is relevant culturally inside the classroom and its outcomes for the males who are African-American. The researchers interviewed and observed teachers and documented a classroom environment that was seriously inequitable. In the study, one teacher claimed to be fair to all her learners in her class by delegating the duty of assisting other learners in her class to those students from her agenda. The aim was to inspire the students to start discussions allowing for help each other with the tasks of the day. However, the outcome was the white students sought help while the students who were African-American (especially the males) declined to seek help and as a result were missing out in the process of learning. Furthermore, the learners who suffered most in during the process were further marginalized and at the end failed in the course. However, in the study, even though the teacher understood and acknowledged the trend and she still allowed it to persist. The reluctance of the African American students to seek assistance, which the teacher and they knew they needed desperately, resulted in an imbalanced state that brought fundamental inequality directly within the classroom environment. The teacher believed she was being equitable since the same opportunities were offered to the African American male students which were also provided to the whole class. Further, that the male students who were African American “decided” not to utilize and participate with these opportunities and chances. Therefore, according to the teacher, the failures of the students are not because of unfair treatment, but a result of chronological consequences of their decisions. The transfer of the blame to the learners left the teacher with no motive of considering changing her strategies of teaching to make sure that her class have an opportunity that is equitable in learning mathematics.

A study by Rousseau and Tate’s (2003), highlighted the significant difference of the words ‘equal’ and ‘fair’ and that ‘equal’ does not necessarily imply ‘fair’. As noted by Hodge (2006) and Gutiérrez (1999), in many cases students vary in motivation, family values, and abilities that require the teacher to be cognizant of the student’s differences and accordingly respond. What was evidenced in a study by Rousseau and Tate’s (2003) is that what may be applicable for one individual student may not work for the next student. In the research, Rousseau and Tate also found that the teacher was not changing the plan when the plan in place was not working to expectations or was ineffective. It is important for increased accountability of teachers instead of expecting it from the students in a single day when their cultural basis may not be fitting with the prospects of the classroom. In other words, a balance must be there. The teachers must apply their professional judgment in initiating changes for the students who need it and also when necessary (Colquitt 2014). Too much mathematics class’s restreaming and remediation, for instance, may suppress the students’ improvement who are prepared to move on to the next class. On the other hand, too little remediation in mathematics’ classroom may leave behind well prepared students. Again, to be impartial is to be familiar with the student’s differences, characteristics and idiosyncrasies and then make the necessary modifications to the instruction practices and techniques as well as to provide and initiate any additional the help that students’ may need in order to be successful.

The research by Ensign (2003) provided an example of teaching that is culturally linked and the supportive evidence of its effect on the learning and teaching in the mathematics’ classes. The study used qualitative or descriptive measures to delve into the teaching content and found that it was culturally connected but also noted that learners, notwithstanding their upbringings, have a higher likelihood of contributing to the solving and writing mathematical problems if they were related to concepts that they came across daily. Further that the problems need to be authentic, contextual and mirror a curriculum that is revolving around students themselves. Just like Gutiérrez (1999), Ensign (2003) chose an urban setting and achieved similar results. That is, when the students from the low socio-economic status and black students are provided with content, atmosphere and support that are favourable and generate a positive learning environment then results are analogous to those of their white colleagues. Additionally, Ensign (2003) noted a disinterest by the students on the textbook problems which generated indifference in mathematics despite the fact that writers of mathematics textbooks claimed to provide examples and problems that are relevant. It was shown that the relevance of the textbook content was to the writers themselves but not to the learners (Ladson-Billings 1995; Ensign 2003). This generates a ‘disconnect’ between the learning and teaching of mathematics and can be eliminated by letting the learners to get in the mathematics from their communities and their homes.

The researches discussed above offer a glimpse into the mathematics’ classes that are full of mathematics that is engaging, relevant and rich. According to Colquitt (2014), these factors are significant element to the students’ overall success, especially the minority ethnic group and specifically back students. Students will work when the context and perspective is relevant and significant to them. Similarly, Tate (1995) postulated that it is no longer an ‘option’ for the classrooms to provide authentic learning for the students, but is a fundamental ‘prerequisite’, if the learners are to realize success in mathematics subject. Tate (1995) indicated that black students are often compelled to comprehend the white students’ understandings to realize success in a mathematics classroom. The teachers, who are predominantly white subconsciously select textbook problems that were written and produced by predominantly white authors from a white perspective. This was also noted by Ensign (2003) who claimed that the textbook problems are irrelevant to the black students hence forcing them to learn mathematics and also get identified with a new context, of which, sometimes they have no previous experience or understanding. Additionally, just changing the Eurocentric faces and names to the traditional faces and names of the Africans, for instance, does not brand mathematics relevant culturally. This shows the textbook writer’s deficiency of cultural sensitivity and contributes to the students difficulties in executing mathematics. The approach of textbooks in teaching mathematics results coupled with culturally insensitive learning atmospheres that are inequitable holds captive social justice in mathematics classes’ and progress across all cultures.

A demonstration on how educators must and can decamp from the traditional practices and teaching textbooks is provided by Tate (1995). The investigation allowed the students to explore issues plaguing their societies and communities and apply mathematics as a tool for investigation and advocacy in order to negotiate and promote change. Tate (1995) used interviews, artefacts, and observations when describing the overall discussion in a classroom that evolved into a full project for social justice and qualitative teacher led study who went on to successfully implement social justice pedagogy. The social justice project incorporated mathematical concepts and skills used in defining a community problem, initiated change improving the quality of the community of students, and presented the issue to the policy makers. This was a sincere study that highlighted the genuine desire of the teacher to support the learners to recognize, analyse and negotiate to ‘right the wrongs’ in their communities and localities. This led to students having a depth and breadth of mathematical knowledge and I good understanding of how to use mathematics as a tool for advocacy, coupled with the student’s moral duty in making modifications for improvement for all (Colquitt 2014).

Frankenstein (1997) and Ladson-Billings (1995) stated that the ultimate teaching responsibility is a socially just and equitable classroom environment. Gay and Howard (2000) took this further and stated that this heavily rests upon the teacher preparation and education programs offered which should be the basis for the training of the future teachers deliberately incorporating the ability to teach student populations that are ethnically and culturally diverse. Future teachers may have come from traditionally more affluent and culturally naïve backgrounds and may be uncomfortable discussing teaching from a perspective of multi-culture or race. “Both in services and pre-service are perplexed on how they can simultaneously teach for multicultural education and meeting academic excellence standards. Most of them think it is impossible, even as they claim to accept the necessity of doing both” (Gay and Howard 2000). Every educator comes with a list of principles to the classes, whether unsubstantiated or substantiated, and such values influence how the teachers teach their students. Using disaggregated data broken down to identify performance disparities, Gay and Howard (2000) also expounded on the need for multicultural education. Native American, Latino and African American learners poorly achieve continually in mathematics, and this substantiates the results by Ladson-Billings (1995) and Tate (1995). The difference between teacher preparation program and desirable teaching practices is a racism side effect, particularly about mathematics education since mathematics is often regarded as the “gateway “allowing or denying access to many careers and colleges. Gay and Howard (2000) further suggested that more preliminary courses in diversity and multicultural teaching be necessary for all potential educators and anyone who is planning to be accredited to enter the teaching profession and those aspiring teachers and the children. Gay and Howard (2000) also declared that pedagogy for cultural education teaching needs to be an effort shared. All instructors of teachers, not only the black, have the responsibility to prepare any future teacher to teach with social justice and to be consciously and actively aware of cultural sensitivity. Given that majority of the teachers are not the black people, the duty must commence with the education of post graduate and undergraduate student teachers and be spread amongst all the teaching profession in order to have any impact and make change in teaching to ensure that mathematics’ classrooms are socially fair and just.

The idea of preparation of the teacher is not exclusively for the course content but also extends and is incorporated as a component of reflection of oneself once the teacher is within the classroom environment. This is fundamental and significant for the teachers of the twenty-first century. According to Gay and Howard (2000, pp.8), reflections include: – (a) critical honesty of white perceptions of truth and dominance that is culturally conditioned; (b) genuine empathy with the perspectives, issues and experiences of other ethnic groups; (c) advocacy for the distribution of privileges and power amongst different ethnic groups; and lastly (d) making investments in the energy and resources in the real change process.

Similarly, Rousseau and Tate (2003) stressed the significance of reflection of the teacher as means of improving the equity in mathematics classrooms amongst students. To further elaborate on this argument, the idea of colour-blind teaching is regularly used in justifying all students’ equal treatment. However, from a perspective of the ‘Critical Race Theory’ colour-blind teaching is an instrument for keeping intact the present structures of education. Not recognizing colour means a conscious choice of the teacher to distinguish and disregard the variances amongst students that are undeniable and then refute that the variances lead to teaching practices that are inequitable and should be taken into account when lesson planning (Ensign 2003; Ladson-Billings 1994). Further exploration of student teacher training in mathematics education often uses methodologies rooted in Critical Race Theory. Yosso (2006) defines Critical Race Theory in education as “a theoretical and analytical framework that challenges the ways race and racism affect educational structures, practices, and discourses” (p.172).

Lastly, Rousseau and Tate (2003) noted that reflection of oneself by the teacher is significant in assisting in the elimination of classroom inequities. The educators viewing equity as equal distributing of resources see equity not as an outcome but as a process. Additionally, when teachers make a reflection on equity as a socio-economic matter, they may not recognize the racism consequences and shift the blame of learner academic failure and apathy on the deficiency of education of their parents. This leaves the prevailing power sharing as it is and obscure the necessity for changing the practices and policies contributing to the failure of the low socio economic, immigrant and black students in mathematics.

Section 5: – Conclusion

There are many current examples within mathematics education and mathematics education research that address issues of social justice all of which are commendable endeavours. These are particularly valuable when, in promoting social justice, students come to realise that freer interaction is not only acceptable, but desirable and even necessary taking into account our democratic social arrangements. When mathematics education fails to rise above the mere mechanical manipulation of data for the purpose of exposing social injustice it runs the risk of exposing students to social issues without subsequent cultivation of the students’ motivation and ability to react to change theirs and others social habits. In other words, becoming mindful of social inequalities is necessary but not a sufficient step in socially just democratic education. Students need enlightened about their own capacity and role they can play in social improvement. It is possible to visualise a school mathematics experience that might work toward social justice and democratic ends. “Conceiving mathematics as measurement allows the participant to see mathematics as a practical activity connected to a personally meaningful end.” (Stemhagen, 2008, p208). This contextual approach to mathematics education accentuates the significance of human intent in the creation of mathematical curricula and knowledge. Mathematics, can be used to empower individuals and mathematics education can relate to and even impact individual meaningful aims or objectives. Democratic societies should educate students for this kind of personal initiative and ability if it is to promote social mobility and the adjustment of social habits.

The partial literature review on social justice in mathematics education places the teacher educators and practicing teachers with consequences to improve and develop current mathematics’ education. Education courses for teachers should implement the viewpoint that it is necessary to prepare all teachers to be able to educate all students. This needs the teacher to be aware of issues of equity, classroom diversity and the need to support and implement these ideas appropriately. The rule should be the relevant teaching needs, and not just the exemption of unfairness in mathematics learning. This will assist the learners to overcome the obstacles and will link learners and educators with a preparation for the societies where they are anticipated to flourish and lead. Rousseau and Tate (2003, pp. 212) asserted that “equal treatment if it leads to different outcomes is not equitable.” It is fundamental and significant that teacher educators and both aspiring and established teachers rise to the occasion to provide socially, equitable just environments by doing what is right for all students of mathematics to generate successful social and academic progress.

Section 6: – References

Bartell, T. G. (2013). Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals. Journal for Research in Mathematics Education. 44, 129-163.

Bell, L. A. (2007). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for social justice handbook (2nd Ed) (pp. 1-14). New York: Routledge.

Burton, L. (1992). Implications of constructivism for achievement in mathematics. Paper presented at the 7th International Congress on Mathematics Education, Montreal, Canada.

Cobb, P., Wood, T. Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal, 29(3), 573- 604

Colquitt, R. (2014). Social Justice in Mathematics Education. [online] Trace.tennessee.edu.

Darder, A., Baltodano, M. P., & Torres, R. D. (Eds.). (2003). The critical pedagogy reader. New York, NY: RoutledgeFalmer.

Stemhagen, K., & Smith, J. W.. (2008). Dewey, Democracy, and Mathematics Education: Reconceptualizing the Last Bastion of Curricular Certainty. Education and Culture, 24(2), 25–40. Retrieved from http://www.jstor.org/stable/10.5703/educationculture.24.2.25

Ensign, J. (2003). Including culturally relevant math in an urban school. Educational Studies, 34(4),414-423.

Frankenstein, M. (1987). Critical mathematics education: An application of Paulo Freire’s epistemology. In I. Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 180–210). Portsmouth, NH: Boyton/Cook. (Reprinted from Journal of Education, 165, 315–339, 1983).

Frankenstein, M.F. (1997). In addition to the mathematics: Including equity issues in the curriculum. Yearbook (National Council of Teachers of Mathematics), pp. 10-22.

Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. New York: Routledge.

Gay, G. and Howard, T.C. (2000). Multicultural teacher education for the 21st century Teacher Educator, 36(1), 1-16.

Gerdes, P. (1985). Conditions and strategies for emancipatory mathematics education. For the Learning of Mathematics, 5(1), 15-20.

Gipps, C. (1993). Policy-making and the use and misuse of evidence. In C. Chitty & B. Simons (Eds.), Education answers back: Critical responses to government policy (pp. 34-46). London: Lawrence & Wishart.

Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. London: Heinemann. Giroux, H. A. (1992). Border crossings. London: Routledge.

Greeno, J., & Hall, R. (1997). Practicing representation: Learning with and about representational forms. Phi Delta Kappan, 78, 361–367.

Gregson, S. (2011). The equity practice of mathematics teachers in a secondary school committed to community connection, social justice, and college preparation. Manuscript in preparation.

Gregson, S. A. (2013). Negotiating Social Justice Teaching: One Full-Time Teacher’s Practice Viewed from the Trenches. Journal for Research in Mathematics Education. 44, 164-198.

Gresalfi, M., Martin, T., Hand, V., & Greeno, J. (2009). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational Studies in Mathematics, 70, 49–70.

Gutiérrez, R. (1999). Advancing urban Latina/o youth in mathematics: Lesson from an effective high school mathematics department. The Urban Review, 31(3), 263-281.

Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44, 37–68.

Gutstein, E., Lipman, P., Hernandez, P., & de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28, 709–737. doi:10.2307/749639

Gutstein, E. and Peterson, R. (Eds.). (2006). Rethinking mathematics: Teaching social

justice by the numbers. Milwaukee: Rethinking Mathematics Ltd.

Hodge, L.L. (2006). An orientation on the mathematics classroom that emphasizes power and identity: Reflecting on equity research. The Urban Review, 38(5), 373-385.

Ladson-Billings, G. (1994). What we can learn from multicultural education research Educational Leadership, 51, 22-6.

Ladson-Billings, G. (1995). But that’s just good teaching! The case of culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.

Mitescu et al. (2011). Measuring practices of teaching for social justice in elementary mathematics classrooms. Educational Research Quarterly, 34(3), 15-.39.

Moses, R. P., & Cobb, C. E., Jr. (2001). Radical equations. Math literacy and civil rights. Boston, MA: Beacon Press.

Moses, R., Kamii, M., Swap, S., & Howard, J. (1989). The Algebra Project: Organizing in the spirit of Ella. Harvard Educational Review, 59, 423–443.

Nasir, N., Hand, V., & Taylor, E. V. (2008). Culture and mathematics in school: Boundaries between “cultural” and “domain” knowledge in the mathematics classroom and beyond. Review of Research in Education, 32, 187–240. doi: 10.3102/0091732X07308962

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

Restivo, S. (1992). Mathematics in society and history: Episteme 20. Dordrecht, The Netherlands: Kluwer.

Rousseau, C. and Tate, W.F. (2003). no time like the present: Reflecting equity in school mathematics. Theory Into Practice, 42(5), 210-216.

National Council of Teachers of Mathematics. (2014). Principles to action: Ensuring mathematical success for all. Reston, VA: Author.

National Council of Teachers of Mathematics. (2015) Grand Challenges and Opportunities in Mathematics Education Research 46, No. 2 (March 2015), pp. 134-146 Author(s): Stephan, M., Chval, K., Wanko, J. Fish, M., Herbel-Eisenmann, B. and Wilkerson, A.

Skovsmose, O. (2004). Critical mathematics education for the future. Retrieved March 26, 2007, from http://www.learning.aau.dk/en/department/staff/ole_skovsmose.htm

Tate, W.F. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory Into Practice, 34(3), 166-173.

Yosso, T.J. (2006). Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. In A. Dixson, C. Rousseau (Eds.) Critical Race Theory in Education All God’s Children Got a Song. (pp.167-189). New York: Rutledge.

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Herman Bailey

The Power of Writing to Make a Difference

by Herman Bailey | Apr 22, 2023 | Essays | 0 comments

Growing up I developed an interest in writing, my parents noticed this and bought several books. Also, I was given time to go to the bookstore to borrow books to nurture my reading interest. Most of the writing pieces I have read have changed my perspective of the world. For example, The Alchemist by Paul Coelho has motivated me all through life. In the novel, the boy discovers it is possible to achieve greater things and those greater things are the simple things in life. Most of us fear to fail than to try, yet the universe wants us to try. It is only by trying that we can achieve greatness. In most situations in my life, I have been Santiago in the Alchemist, I watched as my dream dwindled and wished that I had hoped to know that they will come true.

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Introduction

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Uses of Aloe Vera

The Safety of Aloe Vera Use

Evidence

Personal Narrative

References

Introduction

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Hypothesis

Research questions

Social Media In Healthcare

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Abstract

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Introduction

References

Section 1: – Introduction

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Section 2:- Critical Standpoints in Mathematics Education

Section 3:- Teaching Mathematics for Social Justice

Section 4:- Educating Teachers to Teach for Social Justice

Section 5: – Conclusion

Section 6: – References

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