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People With Disabilities, LGBTQ Americans, and Reflection
For this week’s discussion, please share your thoughts on the histories of people with disabilities and gays and lesbians or share your reflections on your experience in this course. Here are some ideas to get you started:
Use labeling approaches to examine the histories of people with disabilities and the histories of gays and lesbians in the United States. What about the histories of these two groups is similar? What is different? In what ways do the differences matter to members of those groups?
Provide a link to an outside resource that provides insight into the struggles of gays and lesbians or disabled people to be treated with dignity and respect in society. What progress has been made and what progress is still needed?
Did this course help you become more aware of your biases? How will you use what you learned to improve your interactions with someone who is different from you?
What is next for you in your academic journey? What courses do you plan to take? What are your hopes for the next quarter?
Your Writing: Each post should be courteous, succinct, professional, well written and organized, using proper writing mechanics, grammar, and punctuation.
Your Post: Please post something to the discussion board related to the content covered this week. Do not create your post as a reply to the pinned post.
Responding to Peers: Respond to the posts of at least two of your fellow learners and continue the conversation. Some ways you could do that include sharing why you agree or disagree with their post, how their thoughts relate to your personal experience or work experience, or how they helped answer a question you had.
Using Yellowdig [PDF].
Diversity and Equity Outside the U. S.
Use your Racial and Ethnic Groups textbook to read the following:
Chapter 16, “Beyond the United States: The Comparative Perspective,” pages 344–363.
This chapter summarizes the diversity of people in Mexico; explores multiculturalism in Canada; analyzes the experiences of diverse populations in Brazil; explains the tensions between Israel and Palestine; and examines inequality in South Africa.
Use the Capella University Library to read the following:
Baker, A. (2019). South Africa’s dividing line. Time Magazine, 193(18), 42–47.
Learn about inequality in South Africa, particularly in relation to the condition of most Blacks in the country. Topics include the residential segregation of Cape Town, the lack of home ownership and transportation access for Black South Africans, and conflict related to land expropriation.
Golan, G. (2020). Obstacles and possibilities for peace between Israel and Palestine. Insight Turkey, 22(1), 33–46.
The author explores obstacles to the resolution of the Israeli-Palestinian conflict. Topics include psychological obstacles and the settlements built by Israel in the occupied West Bank. The article also notes the important changes that have occurred, making resolution of the conflict possible.
Halahackone, T. (2020). Anti-racism policies across Canadian cities. Municipal World, 130(12), 15–17.
This article describes policies and legal structures related to anti-racism in Canadian cities, efforts made to address racism, and the ongoing issues related to racism in those cities.
Palmater, P. (2018, June 8). Indigenous rights are not conditional on public opinion. Maclean’s (Online).
The author examines the legacy left behind by Canadian colonization of indigenous lands and resources and broken treaties made with First Nations in Canada.
Tuyisenge, G., & Goldenberg, S. M. (2021). COVID-19, structural racism, and migrant health in Canada. The Lancet, 397(10275), 650–652.
This article examines disparities in health care experienced by indigenous communities and migrants in Canada. In particular, it examines disparities related to the COVID-19 pandemic.