#anthropologistexplains

    NO.1

Mass relocations are a thing that is set to happen thanks to climate change. And as more natural disasters happen that circuits the need for climate change education, more doomsday scenarios appear instead of healthy solutions to help save the planet--with the water rising from melting ice caps, it is destroying island and southern communities, and producing record number droughts in different sides of the planet. Why then does the media frame climate change as something inevitable, and how does that produce apathy, not just in regular people, but in these companies as well?

NO. 2

The research about climate change is all about education; informing the public about counter-options to reduce carbon levels in the air. I know this could benefit one person, if not the whole group, and that is what’s important. So how do we define apathy toward climate change? Well, the definition of apathy first is a lack of feeling or emotion towards something. It is based on a variety of subjects, like race, sex, education, age, food, culture, groups of people, etc. How does apathy relate to other negative concepts like indifference, and how are those emotions dangerous?  ‘’How does apathy come to exist? Through ignorance of a toxic and uncoordinated action. Framing is used as an institution and illustrates how it shapes media framing in a toxic event. Even in systems who are supposed to help the average person, are people seen to have a ‘tendency to behave in accordance with what they see as being in their own interests.’’

NO. 3

From “Climate Change and Planned Relocation in Oceania.” Sicherheit Und Frieden (S+F) / Security and Peace, vol. 34, no. 1, 2016, pp. 60–65: ‘‘The sinking islands have become a symbol of the consequences of manmade global warming. The foreshadowing of climate change-related environments and social developments that will affect other parts of the world sooner rather than later. In the current academic and political discourse, migration figures prominently among the social effects of climate change, and climate change-induced migration-conflict nexus, and research and findings have become ever more complex and sophisticated, trying disentangle the ‘long and uncertain casual chains from climate change to social consequences like conflict.’’

NO. 4

   NO. 1

  Class is primarily an economic measure, of course, based on wealth and income. This is explained more in Karl Marx’s and Max Weber’s ‘The Communist Manifesto, where Marx touches on Capitalism, an economic and political system in which a country’s trade and industry are controlled by private owners for profit rather than the state's need to expand throughout Markets. The three main groups in class society are 1) The Aristocracy, 2) the bourgeoisie, which owns most of society’s wealth and production. And 3) the proletariats, or the working-class people. These terms are even more present today than during the Industrial Revolution. The bourgeoisie thrives off alienation and false consciousness, which is the way of thinking that prevents a person from understanding the true nature of their social or economic status.

NO. 2

Patricia Hill-Collins writes in Toward a New Vision, ‘’Each group identifies the type of oppression with which it feels most comfortable as being fundamental and classifies all other types as lesser importance. Oppression is full of such contradictions. Errors in political judgment that we make concerning how we teach our courses, what we tell our children, and which organizations are worthy.’’ (Collins, 1993).  Oppression of education and fundamental voting rights happened exclusively to minorities, especially black people. During the ’50s and the ’60s, Brown vs. The Board of Education was one of the most iconic moments in history when the U.S. Supreme Court finally ruled that the segregation of public schools between blacks and whites was unconstitutional.

NO. 3

Basically, proving that separate is not equal. The Voting Rights Act of 1965, and of course, the Civil Rights Movement that led up to it, was a landmark civil rights and U.S. labor law in the United States that outlaws discrimination based on race, color, religion, sex, and national origin. Now, with the Civil Rights Movement passed, it makes it seem that all people have rights, but it’s not true. Minorities alike do not have the same rights, no matter the changed laws and how much we think we’ve changed. White privilege is the societal belief that benefits white people over non-white people. It makes it almost impossible for all minorities to overcome the system. White privilege is the belief that there’s nothing wrong with being a white nationalist and that the removal of our nation’s past physical examples of racism, ex. The erasure of Confederate statues, affirmative action, and other such policies is an attack on white heritage.

NO. 4

NO. 1

Books are intellectual properties that are increasingly challenged and criticized for their particular contents on race, sexuality, class, and gender, even fiction! Books aren’t just educational tools but forms of shaping individual experiences and values, and to be able to share the public is an essential part of our democratic society. The opposition claims that parents of young children have the right to keep their minds free and innocent of what is ‘controversial.’ A list of the books banned during this year is here if you wish to check it out.

NO. 2

Freedom of expression is one of our fundamental rights. Banning or censoring books violates individual rights, but how will children learn to express those individual ideas and thoughts if we suppress diverse perspectives? How will society move forward and evolve if we continue to shelter and limit knowledge? From Precocious Knowledge: Using Banned Books to Engage in a Youth Lens’, ‘‘The quest to protect the imagined innocence of ‘the young and inexperienced’ has endured and is today bolstered by differing organizations—Attempts to control language have a long history with youth; The implicit fear seems to be less about what language might do to teens and more about what teens might do with language. Obscenities can be used to wield power over adults or at least unsettle them. When we balk at a text because of its use of profanity, a racial slur, a homophobic remark, or any other language that might be deemed objectionable, we should consider if we are protecting our students or ourselves from feeling uncomfortable. Language that can be at times unnerving often feels reveals charged topics that demand messy and uneasy conversations.’’

NO. 3