Talking about Gender and Race Inequality in the Classroom

The current education system permanates concepts of banks, concepts created by Brazilian educators Paul Flair, allowing schools to become an authoritarian entity, not an entity laying the foundation for critical learning. The teacher is a dictator and is considered to be "the creator of the only knowledge" (race memory 218/5), and the student should become a receiver of memory and be a recipient of rumors. After all, the progress of the student became the benefit of getting higher test scores than exploring intellectual freedom.

Talking about inequality in the public sphere, especially economic inequality, is commonplace in the United States of the 21st century. In fact, every aspect of social inequality - race, sex, rank, sexual orientation and immigration status - has been the subject of protests, debates, legislation and judicial measures in the majority of the last century. Behind modern political arguments and social movements are various forms of inequality, and how they act. These arguments are made in the context of appropriate progress and retreat in the long-term struggle between the United States and inequality.

By emphasizing the intersection of social structures between race, class and gender inequality, extensive research on gender, new racial / class / gender studies, traditional stratified models and racial non - It is different from the equality model. In this article we will discuss the origin and background of this new paradigm, clarify its basic topics, and clarify its application in understanding the ideology that supports the masses in understanding sustained inequality. By enlarging, it helps to understand the persistence and consequences of stereotypes, the focus of this conference.

When attention is paid to the fact that the intersection of race and sex brings about an increase in the number of documents, one of the fundamental challenges is to solve larger problems. Racism and gender discrimination? Research tried to use two basic strategies to combine race and gender influences. One is to compare racial and sexual constitution, such as black women, with a single reference group such as Caucasian (Corcoran and Duncan 1979). The second approach compares racial impacts to racial impacts (Kilbourne et al., 1994). As pointed out by Greenman and Xie (2006), there is a tendency to treat race and gender as two separate elements and to simply summarize to evaluate the overall effect or both aspects. Cumulative disadvantaged layer caused by intersection. But there are circumstances that can be achieved