One of the most absorbing, yet fundamental chapters to read at present is Sensoy’s and DiAngelo’s Is Everyone Really Equal? Sensoy and DiAngelo take actions toward a more impartial society accessible to all students of all ages. These authors illuminates the truth about social inequality. Sensoy and DiAngelo take a clear action towards oppression and power and the question of how schools and society can eliminate gender inequity, misogyny, homophobia, and others. They question the cultural practices in schools on how these practices can contribute to the formation of an effective classroom environment. As Sensoy and DiAngelo cover the following notions, such as “critical thinking, discrimination oppression, power, privilege, socialization, and White supremacy and more”, they only prove that all are not equal. Sensoy and DiAngelo stress the component of inequality. The discussion of oppression and inequity for certain groups of people in schools is real. Discrimination of any form, such as abuse, bullying, and harassment, exists within the scope of the economic, political, social, and religious boundaries.
Certain groups of people, such as the emotionally, physically, and psychologically groups of people, young girls, Muslim women, LGBTQ members, and the poor individuals receive certain judgments and scrutiny among others. Sensoy and DiAngelo discuss the real-world application of the reading material, relate this material to real-life situations in schools, and mentions the incorporated anti-racist education to break the barriers and the boundaries of injustices. They consider the notion that social injustice happens due to its historical roots introduced by the critical race theory, feminist theory, queer theory, debility theory and post-structural philosophies of power. As well, anti-racist education, which seeks to counter various forms of coercion, helps academics, researchers, and scholars intellectualize the “isms,” such as ageism, classism, heterosexism, racism, sexism, and others. To conjecture, the constructions of identities, these academics, researchers, and scholars must recognize the links and the interconnections of manifold personalities in the face of class, gender, race, sexuality, and skills. In this case, many of these academics, researchers, and scholars have to realize that all are not equal.
The question left unreciprocated by the authors was the idea how the educational scholars deal with the anti-racist, challenging-repressive theory and serious teaching. In addition, the differing nature of critical theory sanctions the didactic researchers to see how the schools help students learn to change their ideas in the process of propaganda and socialization. Of course as I see it, students need some support from other people to support them change the mindset of socialization and propaganda. For this to happen, we should treat everyone equally and open up resources to all. People still live in the mindset of the past. For me, being an Arab women, it was hard when people started to realize in the sixth grade that I was Lebanese. My classmates thought it was the same thing as being a Lesbian, so those rumors went around school for about two months. Being a vulnerable thirteen year old, people used to talk to me differently and look at me differently. Being a young girl it hurt me emotionally and psychologically. Rumors oppress individuals but having the power to stand up for yourself is crucial.
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