On December 11th, a Wall Street Journal article was released critiquing the future First Lady’s, Jill Biden, use of the label “Dr.” The author stated that the “Dr.” in front of Dr. Biden’s name is fraudulent because it represents her doctorate in education instead of representing Dr. Biden as a medical doctor. The author also states that the title of a PhD might have once held prestige due to the rigor of past PhD programs, but no longer could be considered prestigious. As a daughter of four proud PhD holders, two of which who have PhDs in education, I found this article incredibly ignorant and insulting. However, I was most struck by the blatant encouragement of the double standards placed on women, especially women in politics.
In 2020, only 23.6% of the United States Congress is composed of women. That is 126 women out of the total 535 Congressional members, with 105 of the women represented by the Democratic Party and 21 represented by the Republican Party. To further break this down, 25% (or 25 members) of the Senate are women and 23.2% (or 101 members) of the U.S. House of Representatives are women. The lack of women representation in United States politics is shocking, especially considering the amount of women’s health and rights legislation is debated upon in the government each year. It is evident that there is a significant lack of women in the political field and those few women who have managed to succeed in such a male dominated sphere face intense scrutiny and misogyny from insiders and outsiders alike.
This fact is highlighted by many women in politics, but especially the experience of Hillary Clinton in the 2016 presidential election and then Elizabeth Warren in the 2019 democratic party runoff. In 2016, Clinton made history by becoming the first woman to win a major party’s nomination. The reactions to her nomination were blatantly sexist. While there were many objections to the policies proposed by Clinton, a primary objection to her presidential bid was her “lack of likeability.” Her supporters were described as “disconnected” and “unlikable.” She was often compared to Massachusetts senator Elizabeth Warren, a woman who, in 2016, was considered a much more likeable alternative to Clinton. Two years later, during Warren’s presidential bid, many of the characteristics applied to Clinton in 2016 were applied to Warren.
Former First Lady Michelle Obama was the subject of media and political scrutiny during and after her husband’s presidential terms. While Obama headed many interesting initiatives during her time as first lady, much of the criticism was focused on her looks and likeability. Even worse, the criticism appeared to be levied towards her identity as a woman of color. Obama has been called by prominent politicians and media outlets alike an “ape in heels,” a “gorilla face,” and a “poor gorilla.” She was said to not have the “look” of a first lady and thought to weigh too much to care about the health of the country, in direct response to her campaign to help the United States exercise more and eat healthier. In a similar fashion, she was criticized for eating too much and not supporting dessert. One person even stated that she had no business, as First Lady, being involved in such things as the health of Americans.
The criticism of women in politics is not just levied toward Democratic politicians. In October 2020, tapes of a secret 2018 recording of Melania Trump were released. In these tapes, Trump expressed frustration in the double standard placed on women in the White House. At the time the recordings were made, Trump was expected to work on the White House Christmas decorations, decorations that were later mercilessly mocked on social media platforms and media outlets. However, she was also being criticized for President Trump’s policy regarding the separation of families. Trump’s frustration is over the expectation placed on her, and other First Ladies, to prepare and organize the Christmas decorations for the White House, an arguably trivial thing to the general public.
The political field has proven to provide some of the most difficult boundaries for women. As of 2020, the United States has continued to fail in electing a woman president. The media has continued to be more interested in the fashion habits and likeability factor of prominent female politicians instead of their support or lack thereof of pieces of legislation. There have been great strides for women despite the many challenges. Yesterday, Kamala Harris became the first woman vice president in United States history. She is also the first person of color in the position as well. Today, we celebrate VP Harris and the women on whose shoulders she stands. While we recognize these achievements, we continue to call out the sexist tendencies that persist in media and in the political sphere, and we continue to work towards the day when women are represented equally in these spaces.
In March 2016, The European Union and Turkey made an agreement stating Turkey would keep all asylum seekers who arrived on the Greece border in return for billions of dollars. This deal has put many asylum seekers at risk due to the dangerous environment in Turkey. However, this continues to be accepted and there are no signs of change in the future due to Greece’s incomplete assessment of Turkey as a safe third country. In February 2020, Turkey retracted their statement, saying they would not stop refugees going into Europe. Turkey is the country with the most refugees – 3.6 million Syrian refugees. Since the Syrian government started bombarding their citizens with air strikes, no other European country has tried to host Syrian citizens. When Turkey finally opened its borders into other European countries, the asylum seekers were met by armed Greek border guards, tear gas, rubber bullets, and razor wires. Turkey opened its borders to force the European nations to stop ignoring the crisis in Syria. If the international community does not step in more unarmed civilians will continue to face violence in Syria, and the situation in Turkey will worsen.
What is the status in Turkey?
Turkey has been home to over 3.7 million refugees, providing them with free public services, health care, and gainful employment; there are many obstacles Syrian refugees have to go through to get these. For example, Turkey adopted a work permit in 2016, but they must be requested by employers, who are often unwilling to cover the costs and face the administrative hurdles of hiring a refugee. As a result, most refugees work in low-paying jobs, such as jobs in small textile workshops and construction.
Furthermore, Turkey does not sign off on international refugee law. Therefore, they do not allow many refugees to obtain legal status. Many Turkish authorities also force the refugees to go back to Syria, leading them to want to flee to a safer place regardless of the conditions, such as Greece.
Greece’s Response to Turkey Opening Borders
Greece has broken European Union and international law. The government is suspending the registration of any asylum claims and deporting anyone for any reason something that goes against Geneva’s Convention on Refugees. The core principle states that a “refugee should not be returned to a country where they face serious threats to their life or freedom.”Close to 40,0000 migrants are being held in camps with short food supply, poor sanitation, and tensions with locals. Although the United Nations Refugee Agency did urge Greece to address its overcrowding and precarious conditions, not much has improved. Once refugees arrive, they are not allowed to leave until their asylum requests are processed, leading to the 90,000 cases backlog.
What about the rest of the European Union?
Turkish President Recep Tayyip Erdogan warned NATO allies and European allies that if they “do not share the burned with us, we will open the gates” . President of the European Commission described Greece as Europe’s shield in migrant crisis. They also proposed financial and material support to prevent people from entering Greece, because once they do they will continue to spread in Europe.
What should Happen next?
Europe should take a new approach to safeguarding the human rights of refugees and start sharing the responsibility for allowing them to live in dignity and peace. Many of the people leaving their countries do it out of desperation, and European governments need to ensure asylum seekers have fair procedures. Also, they must control border control and unlawful acts by authorities. Instead of hoping that the problem goes away by having migrants go to different places, the European Union needs to address the reasons why people are fleeing Syria.
If you went to California’s oldest state park right now, you would probably find many trucks logging trees and trees that have been chopped down. This is the result of one of the many wildfires that have happened in parts of Washington, Oregon and California this year. Although the wildfires were sometimes started by lightning or by humans on accident, climate change is deepening the effect of the fires. The fires are larger, more intense, and harder than usual to put out, causing many Californians to evacuate their homes.
The Role of Climate Change
It is important to point out that wildfires are not unusual to Californians. They usually occur annually during the summer and fall. Due to rising temperatures from climate change, more moisture evaporates from the ground, dries the soil, making the vegetation more flammable. Not only are the fires worse due to climate change, but the fires themselves worsen climate change by increasing CO2 emissions. Also, the forest pest infestations are also creating more tree deaths.
Due to climate change, weather patterns are shifting and the seasonal Fall rains are delayed. This year, it led to a very dry Summer and a windy Fall, making the fires more intense. The wind brings more oxygen to the fire, causing flames to spread over larger areas. With less precipitation in this arid climate and less snow due to rising temperatures, the soil and vegetation are becoming even more dry. There has also been an increase in extreme weather conditions, such as heat waves and lighting storms.
Social, environmental, and economic costs of the wildfires
People who had never been affected by the fires are now being forced to evacuate. To fight the wildfires, large financial assistance is required. Also, once communities are affected, more money is needed to rebuild them. Just to fight them, the federal government is spending an average of 2.4 billion dollars, which has more than doubled in the last 20 years. Not only are the number of wildfires increasing, but the effect on land is expanding as well. The number of acres burned is growing exponentially, with 100 more wildfires each year than the year before since 2015. With the continuous effect of wildfires, more wildlife is being destroyed, animals are being forced to relocate, and ecosystems are being damaged.
Impact on Native Americans
Many Native American people in California have been forced from their lands due to the fires. With them, they take their knowledge of taking care of the overgrown forests. In Karim territory, one of the largest indigenous tribes in California, people are taught to keep the area around their houses burned off. Char Miller, director of environmental analysis at Pomona College, states that removing millennia of knowledge from the land has resulted in the current wildfires. One of the ways Native Americans would keep the land healthy was through lighting fires on purpose to keep extra dry fuel from building up. California state and federal agencies are starting to collaborate with each other to prevent wildfires.
What can you do?
Society needs to cut carbon emissions to stop rising temperatures. We need to agree on a shift towards renewable energy and cut our reliance on fossil fuels. In order for this to happen, you can start by voting and advocating for candidates who have strong climate change policies. In Washington, Oregon, and California, there have to be better building codes so that construction takes places away from fire prone areas. There needs to be a proactive approach by removing dead trees and planting new native species, in an effort to not harm the ecosystem. You can engage in more direct actions to reduce the effects of global warming. Things as simple as reducing your water waste, buying better light bulbs, eating less meat and throwing less food away, unplugging any electronics if they are not being used, and keeping your tires inflated can help stop global warming and reduce the effect of the wildfires in the future.
In the Appalachian region of the United States, there have long been overarching socioeconomic problems that have prevented the region from seeing the same levels of growth as other parts of the country, and even been part of its decline in other domains. Much of Appalachia’s population of twenty-five million people remains remote, isolated from urban growth centers and beneficial resources that exist in cities. The rural towns and counties in which many Appalachian people live have not had the ability to maintain the public infrastructure, furnish the business opportunities, or provide the medical services that are necessary to sustain populations.
There are three regions of Appalachia: the southern region, which covers parts of Georgia, Alabama, Mississippi, the Carolinas, and Tennessee; the central region, which covers parts of Kentucky, southern West Virginia, southern and southeastern Ohio, Virginia, and Tennessee; and the northern region, which includes parts of New York, Pennsylvania, northern West Virginia, Maryland, and northern and northeastern Ohio. While the entire Appalachian region struggles with higher levels of poverty, unemployment, and lack of services and infrastructure, some sub-regions suffer worse than others, and in different ways (Tickamyer & Duncan).
Even when compared to other rural areas, Appalachia struggles on measures of educational attainment, household income, population growth, and labor force participation. Rates of disability and poverty are significantly higher in rural Appalachia than they are in other rural areas of America. In 2018, the number of Appalachian residents living below the poverty line was higher than the national average in every age group except those 65 and older. The largest disparity was among young adults (18-24), where the Appalachian population was more than 3% higher than elsewhere. From 2009 to 2018, median household income in Appalachia went up by 5%, not far behind the national average of 5.3%. However, the median household income in Appalachia remains more than $10,000 lower than the national median.
One area where disparities between Appalachia and elsewhere in the country are particularly noticeable is in healthcare. The Appalachian Regional Commission released in 2017 “Health Disparities in Appalachia”, which reviews forty-one population and public health indicators in a comprehensive overview of the health of the twenty-five million people living in Appalachia. The study found that Appalachia has higher mortality rates than the rest of the nation in seven of the nation’s leading causes of death: heart disease, cancer, COPD, injury, stroke, diabetes, and suicide. In addition, diseases of despair are much more prevalent in Appalachia than the rest of the country. Rates of drug overdose deaths are dramatically higher in the Appalachian region than the rest of the country, especially in the region’s more rural and economically distressed areas. Research indicates that diseases of despair will increase under COVID-19, as well. This will be especially true for women, who experience death from diseases of despair at a rate 45% higher than the national average in Appalachia. The ARC found that, while deaths as a result of diseases of despair were more numerous in metropolitan counties of Appalachia, rates of suicide and liver disease were higher in rural counties.
These issues are exacerbated by the fact that there is a much lower supply of health care professionals per capita, including primary care physicians, mental health providers, specialists, and dentists in Appalachia. The supply of speciality physicians is sixty-five percent lower in the central sub-region of Appalachia than the rest of the nation as a whole. Other factors negatively impact health in Appalachia, as well. Nearly twenty-five percent of adults in Appalachia are smokers, compared to just over sixteen percent of all American adults, and obesity and physical inactivity are extremely prevalent. However, it is worth noting that in some areas of public health interest, such as the occurrence of STIs/STDs and HIV, Appalachia does better than the rest of the country. Healthcare disparities are an increasingly dramatic phenomenon. From 1989-1995, the cancer mortality rate in Appalachia was only 1% higher than the rest of the US, but by 2008-2014, it had risen to be 10% higher. In the same time frames, the infant mortality rate was 4% higher versus 16% higher, respectively. And, in 1995, the household poverty rate in Appalachia was 0.6% higher than the national average, but by 2014 was 1.6% higher. We like to think of these problems as things of the past, but the gaps are still very much relevant. Fortunately, people living in Appalachian communities are more likely to have health insurance coverage than other Americans. 8.8% of the population in Appalachia do not have health insurance versus the national average of 9.4%.
This year, in the midst of the coronavirus pandemic, some factors of the Appalachian population have put people living there at greater risk of COVID-19. 18.4% of people living in Appalachia are over age sixty-five, which is more than two percent higher than the national average. In more than half of Appalachian counties, over 20% of people are older than 65. This, combined with high rates of obesity and smoking, put many people in the “high-risk” category. COVID-19 has affected Appalachian communities in ways that don’t result in death but make surviving even more difficult. Food insecurity, for instance, is an increasingly severe problem. At one soup kitchen, “…we were serving about 200 people a day, and our numbers have nearly tripled since COVID started,” social worker Brooke Parker, from Charleston, West Virginia, said.
However, perhaps due to the isolated nature of many Appalachian communities, mortality rates from COVID-19 have not been markedly higher than the national averages.
With schools moving to online learning, problems with access to internet in Appalachia become more relevant and pressing. Around 84% of Appalachian households have a computer, which is five percentage points below the national average. 75% have access to reliable internet, which is also five percent lower than average. There is no easy solution to this lack of access to education. Even in non-Appalachian counties, students are being severely impacted by the disruption to their normal education activities.
Human rights organizations ought to keep a close eye on Appalachia as we see the results of COVID-19 on an already vulnerable and at-risk population. The ultimate consequences of the pandemic will likely be more severe here than elsewhere in the country. People living in Appalachia deserve the same assistance being offered to and resources being put towards urban centers in other parts of America. Too often have they seemingly been forgotten.
1. “Health Disparities in Appalachia”. Marshall, J.,Thomas, L., Lane, N., Holmes, G., Arcury, T., Randolph, R., Silberman, P., Holding, W., Villamil, L., Thomas, S., Lane, M., Latus, J., Rodgers, J., and Ivey, K. August 23, 2017. https://www.arc.gov/wp-content/uploads/2020/06/Health_Disparities_in_Appalachia_August_2017.pdf. Retrieved December 3, 2020.
2. Population Reference Bureau. https://www.prb.org/appalachias-current-strengths-and-vulnerabilities/. Retrieved December 9, 2020.
3. Tickamyer, A., Duncan, C. (1990). Poverty and Opportunity Structure in Rural America. Annual Review of Sociology. 16:67-86.
The country of Mozambique, a nation of 29.5 million in sub-Saharan Africa, is currently facing increasingly alarming violence at the hands of Islamist extremists. The violence has affected countless lives and is coming to the attention of international peace-keeping bodies, with the Human Rights Chief declaring a “desperate” situation in Mozambique as calls for intervention by Mozambique’s government grow by the day.
Beginning in 2017, Islamic groups intent on establishing an Islamic State in Southern Africa have terrorized the Cabo Delgado region of Mozambique. The population of Mozambique is extremely young, with about 45% of citizens being under fifteen years of age, and a median age of just seventeen. As Islamic groups began to move into the region, many exploited the high rate of poverty to recruit young people to their cause. These militant groups have brought destruction to Mozambique, killing an estimated 2,000 people in three short years and causing a refugee crisis as over 430,000 have been forced to flee their homes and begin their life again, only adding to massive rates of poverty present in the region currently.
The violence of the current insurgency in Cabo Delgado has reached new heights of horror in 2020. In April, it was reported that over 50 young people were murdered by insurgent groups for refusing to join their cause. Beginning on October 31, insurgents beheaded dozens in a series of attacks on the Muidumbe District. Survivors who returned reported dead bodies and buildings that burned for several days, completely uprooting the lives of many who called the Muidumbe District home. While the increasingly more violent attacks have drawn attention from international bodies, including the president of Zimbabwe, the situation continues unfold as more lives are stolen.
The violence even has grown to the neighboring country of Tanzania, where 175 houses were burned down in an attack on the border village of Ktaya. The violence in Tanzania can be traced back to earlier in October, when more than 20 were beheaded in another attack on Ktaya. The expansion of attacks into Tanzania led to a more coordinated effort by Tanzania to become involved in containing the insurgency.
Despite mobilization efforts by Mozambique’s government, backed by a coalition consisting of South Africa, Tanzania, Uganda, and Russia, the ISIS-backed insurgency groups continue to lay siege to Cabo Delgado, with many fearing an all-out civil war breaking out in the region.
While the insurgents in Mozambique claim their ultimate goal is establishing an Islamic State in Southern Africa, it should be noted that region is also home to $60 billion in natural gas developments. Many of the recruits of these terrorist groups are also promised a better life, a message that preys on the impoverished youth of the nation and the region.
Theocratic states are also inherently incompatible with the promises of the modern human rights movement. Article 18 of the United Nations’ Universal Declaration of Human Rights is clear in its promise of freedom of religion:
“Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.”
The methods of these insurgent groups use to establish power are also extremely problematic, leading directly to loss of life, destruction of property, loss of cultural identity, and violent intimidation that denies the people of Cabo Delgado their basic human rights on a daily basis.
The attacks have also led to the abandonment of many promising economic opportunities that Mozambique’s central government hoped would lead to poverty reduction in Cabo Delgado, which has lagged behind the rest of Mozambique in terms of economic development and poverty reduction. Norwegian fertilizer company Yara pulled out of a contract with the Mozambiquan government to make fertilizer from Cabo Delgado natural gas, mainly out of fear that the insurgency would lead to an inability for Mozambique to provide the gas at a stable cost. The region’s poverty rate has not been improved by the insurgent groups despite their promise to thousands of youths who joined a cause for increased economic mobility. Instead, the insurgency in Cabo Delgado has only led to senseless violence, destruction, and worsened Mozambique’s position to grow into a healthy economy in the 21st century.
A Promising Future?
The calls for international intervention in Mozambique have begun to grow as the violence increases daily. As well as the President of Zimbabwe and the United Nations Human Rights Chief, both the British Foreign Secretary and French President Emmanuel Macron expressed a heightened level of concern for the situation after news of the October 31 beheadings began to spread worldwide.
During an October visit to Cabo Delgado by Filipe Nyusi, current president of Mozambique, a man in the audience put in quite plainly in his urge to the president, saying “We want the war to stop.”
There have been signs that perhaps the insurgent groups are beginning to lose the war of attrition occurring in Cabo Delgado. On November 19, The Muidumbe District, which had been occupied by the insurgent groups, was retaken by over 1,000 Mozambiquan troops, killing 16 militants in the process.
Positive developments in Cabo Delgado can continue to occur if Mozambique’s central government is provided the adequate support and resources from international peacekeeping organizations like the United Nations. A statement by the Organization for World Peace critiqued the practice of simply condemning violence and called for more direct international support, saying:
“Though the UN’s condemnations of violence and appeals for humanitarian and investigative action are significant, the organization must carry out this action itself while motivating states and international courts to follow suit. The UN must also provide necessary assistance to Mozambican security forces while ensuring that this assistance is not abused to propagate more violence. This collective action will harness all the investigative legitimacy and humanitarian resources of the international community to uproot the militants and secure long-lasting peace.”
The citizens of Cabo Delgado deserve peace after years of violence. The region has enormous untapped potential for economic and cultural growth that has been stifled by the ongoing insurgency. No human being should have their life or home stolen by violence.
In 2015, the Law and Justice Party (PiS) became the majority in the Polish Parliament alongside the presidency for the first time since 2007. The Law and Justice Party is a right-winged populist party that has faced ongoing controversy and scandals since its formation in 2001. The Law and Justice Party began as a center-right party with an emphasis on Christianity. The party began forming coalitions with far-right parties in 2007, which positioned its ideology closer towards nationalism and populism. During the last few years support dwindled for the PiS; however, their messages calling for family unity and Christian values have appealed to deeply religious sectors of the country. A country that is trending towards nationalism and populism risks violating the rights of those that the nation deems as “other”. By establishing a national identity, particularly around religion, they are also establishing those that do not belong to the national identity. This carries the risk of isolating and ostracizing individuals.
The Close Relationship Between Religion and Government
The Polish identity is tied very closely to Catholic beliefs and practices. Around 87% of Polish people identify as Roman Catholic. In Poland Catholic values are taught in public schools, over ⅓ of Polish citizens attend church regularly, and the Polish government has an intense working relationship with the Catholic Church. Public ceremonies are often held with the blessings of priests, and church officials often act as a lobby group having access to large amounts of public funding. Priests in the countryside of Poland often campaign for members of the more conservative party who support legislation that aligns with the ideals of the Catholic Church. This close relationship is criticized because of the archaic and often divisive legislation that the Church tends to support. The Catholic Church’s alignment with the government will inevitably ostracize those who are not Catholic as well as those who live their life in a way that the Catholic Church condemns. The issue is at a governmental level, this allows for discriminatory policy to be passed.
Anti-LGBTQ rhetoric did not begin in the 2020 Polish elections. Over 100 towns and regions around Poland have declared themselves LGBTQ Free Zones since 2018. These declarations are largely symbolic; however, they have further divided the country and suppressed the LGBT community. LGBTQ free resolutions have been pushed by the Catholic Church and politicians across Poland. Protests against these zones have resulted in mass countermarches of right-wing Poles that have ended in violence. The LGBTQ community has continued to face oppression from their government and these zones just serve as a way to further disenfranchise them.
The future of Poland is unknown, and it is clear the Polish government has become increasingly populist and nationalistic. Public figures are using rhetoric that divides the general population from “western elites” and activists within their country that seek to strive towards more encompassing human rights. Polish activists are fearful of future legislation that will further violate human rights. International human rights activists, the United Nations (UN) and European Union (EU) have all attempted to pressure Parliament to pass legislation showing outward support of the LGBTQ community. Polish officials responded claiming LGBTQ people have equal rights in the country and organizations should instead focus energy on Christian discrimination taking place internationally. As part of the international community, we can demonstrate our support for the people of Poland by staying up to date on what is happening there. It is also important to create dialogue around the issues in Poland which can include everything from social media posts to organizing events that bring awareness to the situation.
In a region that has so often felt the brunt of capitalist, industrial exploitation, it follows that there ought to be a response on the part of the workers to protect their rights. This has been the case in Appalachia since the industrialists first started setting up shop in the mines and hollers throughout the Appalachian Region. Of particular note are the Coal Wars, which took place in Appalachia from the late nineteenth century to the early twentieth century, from 1890-1921.
Preceding the Coal Wars, workers’ conditions were already very poor. Though the conditions heavily depended on the level of apathy the owners of the coal towns felt or did not feel for their workers (which was usually high), it was nearly universal that coal camps were remote, unhealthy, and unsafe, both due to frequent industrial accidents and poverty-driven crime. Companies often owned the homes of the workers, and eviction was a constant threat. Further, the usage of company stores, in which the only form of currency for the price-gouged goods was company scrip or coal scrip, forced the workers into a monopolistic, unbalanced form of trade where they were always at the mercy of their company. Companies often employed private detectives, public law enforcement, and strikebreakers who used violence, harassment, intimidation, and espionage to crack down on workers’ rights advocates’ activities (Athey).
There was also an ethnicity-based social hierarchy enforced by the companies. Despite all the workers being low-paid, blue collar workers, Welsh and English miners were considered to have the highest prestige and received the best jobs, followed by the Irish. More recent immigrants from Italy and Eastern Europe were treated the worst, with the poorest jobs. However, all groups recognized that it was them against the companies for which they worked. From the mid-nineteenth century forward, coal miners built a strong reputation for radical engagement with politically left ideologies and for militant unionization (Rowland).
Battle of Blair Mountain, 1921
It was under these pretenses of repression and disregard for workers’ rights that the Coal Wars occurred. While entire books could be written about the Coal Wars, I am going to focus on the Battle of Blair Mountain, which was the largest labor uprising in the history of the United States, as well as the largest armed insurrection since the Civil War, and occurred from late August to early September of 1921. Since 1890, coal mines in Mingo County, West Virginia had hired only non-union workers and specifically denied their miners the right to unionize. When three-thousand miners unionized in spite of this, they were summarily fired. The Baldwin-Felts Detective Agency was brought in to effect the evictions of the miners’ families from the company town. Police Chief Sid Hatfield, along with a group of deputized miners, confronted them and a gunfight ensued, killing the mayor of Matewan and Albert and Lee Felts, among others. Later, Hatfield went to stand trial in McDowell County for an unrelated incident and was assassinated by Baldwin-Felts agents on the courthouse stairs. A friend of Hatfield’s, Ed Chambers, was also killed by a Baldwin-Felts detective who shot him execution-style after he was wounded in the melee. When word got back to the miners that Hatfield had been killed, they began to take up arms and organize, commandeering trains and moving to fortify areas surrounding Blair Mountain.
The Battle of Blair Mountain saw some forty-thousand combatants engage in armed conflict in Logan County, West Virginia. Ten-thousand striking coal miners led by Bill Blizzard faced off with Baldwin-Felts Detective Agency strike breakers, Logan County Sheriff’s deputies led by Don Chafin, West Virginia State Police, and the West Virginia Army National Guard. Approximately one million rounds of ammunition were fired and over one-hundred people were killed, with nearly a thousand miners arrested for murder, conspiracy to commit murder, and treason against the State of West Virginia (Savage).
Decline in Labor Union Membership
It is hard to believe that something like this occurred less than a hundred years ago in our country. Most people, I think, are unaware of the bloody history of labor rights in the United States. Further, it appears that anti-labor sentiment and large industries have prevailed in America. The Battle of Blair Mountain unfortunately led to a decline in membership for the United Mine Workers of America, even if it also led to a greater public knowledge about the conditions in which they worked. In spite of any greater awareness, unions have, since then, continued to hemorrhage members. In 2015, NPR reported that in 1965, almost a third of all workers in the US belonged to a union. By 2015, that number had shrunk to one in ten. Their research indicated that, even at the height of membership, the South/eastern United States saw drastically reduced numbers of union members compared to the Northeast, Midwest, and West. One contributing factor to this may be “right to work” laws, more common in the South, which are state laws that prohibit union security agreements between unions and employers. Right to work laws are misleading in that they are not general guarantees of employment, but are government bans on contractual agreements between employers and union employees requiring workers to join unions if they benefit from their protection.
As I discussed in my last post, unions have been shown to raise wages, reduce wage inequality, and protect rights for workers. Higher rates of union membership tends to indicate greater respect for human rights in industry.
So why are states limiting the function and growth of unions? It seems a shame to me that the interests of large corporations are being given priority to the interests of their workers. This is something we should all be concerned with because workers’ rights are human rights. Workers’ rights encompass things like freedom of association, the right to strike, the prohibition of forced or compulsory labor, and the right to fair working conditions. Because most of us spend most of our time working, this should matter to all of us. Unfortunately, only a few workers’ rights are specifically enumerated in international documents protecting civil and political rights, such as the right to form and join unions. Other rights are mentioned in treaties dealing with economic and social rights. Some good news on the front of labor rights is that, recently in Europe, workers’ rights advocates have been successful in taking cases to the European Court of Human Rights, which ruled that the right to strike is contained in freedom of association.
In my next blog post, I will write about the broader picture of socioeconomic inequity in Appalachia and the ways in which that disparity has led to human rights failures in the region.
Athey, L. (1990). “The Company Store in Coal Town Culture,” Labor’s Heritage Vol. 2 #1 pp 6-23.
Throughout the summer of 2020, the cries of “Black Lives Matter!” and “I can’t breathe!” echoed across the United States. These cries took the form of protests that occurred in many cities around the country and even around the world. The increase of Black Lives Matter protests has been occurring in the months following the murder of George Floyd by police officers in May of 2020. Frustration over the lack of action by local and national authorities as well as community members themselves, led to some protestors to resort to violent tactics. It is important to keep in mind that while Mr. Floyd’s death was a catalyst that sparked the increase in protests, police brutality and the discrimination of black populations within many United States systems has existed since the times of slavery. These disparities within the system have been left unaddressed for too long, and many agree that peaceful protest will not incite the necessary action and change. However, while some of the protests have resulted in property damage and other violent acts, the majority of the protests have been very peaceful.
In response, President Trump has repeatedly called for a “crackdown” and continues to characterize protestors as violent and dangerous, despite the fact that over 90 percent of the thousands of nationwide protests have been peaceful. He declared New York City, New York, Portland, Oregon and Seattle, Washington, cities that have hosted several Black Lives Matter protests, to be “anarchist cities,” which in turn could make them ineligible for important federal funds during the Covid-19 pandemic. President Trump has also refused to address the very valid concerns of protestors, instead vowing to defend the police as opposed to answering the call to pursue reforms to the policing structure. He has taken an authoritarian approach to the Black Lives Matter protests, sending in federal agents to “take care of the situation” in cities where very large Black Lives Matter protests have been held. His response is in stark contrast to the response of protests held earlier in the summer, protesting state lockdowns and mask ordinances in response to the onset of the Covid-19 pandemic.
In Portland, Oregon, federal agents dressed in camouflage and tactical gear were called in to handle the local Black Lives Matter protests. They were part of ‘rapid deployment teams’ created by the Department of Homeland Security. Such agents were also deployed within Washington, D.C., San Diego, California, Buffalo, New York, and Las Vegas, Nevada. In D.C., federal agents utilized “chemical agents” to disperse a crowd. Also in D.C., military helicopters flew over protestors below roof level, causing panic and leaving protestors to run for cover. Some protestors described experiences of being grabbed off the street by plainclothes policemen and agents, thrown in a van, and being taken to a location where they were held for multiple hours without being told a reason for their apparent arrest. Lawsuits have been opened due to increased injuries experienced by protestors and accusations of the agents engaging in ‘unlawful tactics.’ The deployment of these federal agents into Portland and other cities is an extremely unnecessary show of force. The federal government labeled the protection of government property and the discouragement of unrest as the excuse for the presence of the agents. This excuse angered local authorities, with the governor of Oregon, Gov. Kate Brown, declaring the influx of federal agents a “blatant abuse of power.”
A few weeks before George Floyd’s death, in late April 2020, protestors gathered outside of Michigan’s state capital chanting, “Let us in! Let us in!” The protestors, many of them armed and carrying semiautomatic rifles, forcibly attempted to enter the Michigan capitol building. They were protesting the new state lockdown and restrictions that were put in place by Michigan’s governor in response to an increase of Covid-19 cases within the state. The protestors were tightly packed and very few were wearing masks. Some protestors shouted anti-government slogans and some compared Michigan’s governor, Gretchen Whitmer, to Hitler. One protest sign threatened to hang state officials and read, “Tyrants get the rope.” The horde of protestors was blocked only by state police and a few capitol staff members. Some of the protestors managed to get into the gallery above the main legislative floor and stood menacingly above lawmakers, waving semiautomatic rifles and shouting down at the lawmakers below. It became so bad that the few lawmakers who did own bullet proof vests began wearing them. Other similar protests occurred within Michigan and the sentiment was carried across the country.
President Trump’s response to these increasingly intimidating and violent protests? He encouraged them. In a series of tweets in mid-April, the president called on citizens to “LIBERATE MICHIGAN!”, “LIBERATE MINNESOTA!”, and “LIBERATE VIRGINIA…” At this time, the pressure to reopen the economy was extremely high and President Trump seceded any leadership during the pandemic to the state governors, while criticizing the ones who quickly invoked strict lockdown procedures and mask ordinances. He encouraged protestors and stoked an angry fire among his conservative supporters.
Within the United Nation’s Universal Declaration of Human Rights, several articles protect the right to protest. Article 7 declares equal protection under the law without any discrimination. Article 20 protects the freedom of peaceful assembly. Article 19 protects the freedom of expression. These are declared as universal human rights and the constitution of the United States echoes this important sentiment. Included within the First Amendment is the freedom of protest, or more specifically “the right of the people peaceably to assemble and to petition the Government for a redress of grievances…” Protesting has long been an acceptable way to make grievances known in the United States. So why were President Trump’s responses to these two protests so drastically different?
An argument has been made that the Black Lives Matter protests are so violent that they require a similar level of violence to be contained. The Armed Conflict Location and Event Data Project (ACLED) took information from over 7,750 Black Lives Matter protests and demonstrations across the United States. The organization found fewer than 220 of these protests violent. This means that more than 93% of Black Lives Matter protests have been peaceful. The definition of violence, as determined by ACLED, includes fighting against police, vandalism, property destruction, looting, blocking roads, and burning of items. They also included the toppling and destruction of Confederate and slave owner statues. Despite this evidence, many people still believe the Black Lives Matter protests to be largely violent. A poll resulted in 42% of respondents stating that they believe the majority of Black Lives Matter protestors to be oriented towards violence. ACLED believes that this misconception is perpetuated by biased and disproportionate media coverage of the protests and demonstrations.
Many studies have shown that police and federal agents have disproportionately interfered in the Black Lives Matter protests as opposed to other protests, like the mask ordinance protest in Michigan. President Trump’s actions have showcased a true bias against Black Lives Matter protestors as he actively works to impede upon their right to protest. It can very simply come down to the racism President Trump uses to dictate many of his actions and that his supporters continue to encourage. America was never a great nation to many groups of people and the presidency of Donald Trump has pushed the United States even further from greatness.
As the novel corona virus spreads across the world, states and localities are faced with mounting pressure to close the school doors. The closing of schools has left children, teens and young adults with nothing to do because there was never a notice. Before the introduction of online learning, which was first provided through the radio and the television and then through Zoom and Skype, Kenyan children ended up walking through all the neighborhood while many teens and the young adults ended up engaging in dangerous activities like drug abuse, stealing and sexual activities that resulted to so many girls being pregnant. This became a very big concern to the nation apart from Covid-19. When the number of new cases were being aired, the teenage pregnancy cases were aired alongside it.
The purpose of closing the schools was to curb the spread of the virus. And hence transitioning to online learning became the only option, which was and is still not easy. Among many challenges from providing meals, proper clothing, proper health, to proper housing for the low income families it will never be easy. In Kenya, a person is considered poor when they lack the most basic needs. Also as long as a family has somewhere to lay their heads at night or has a shelter to keep them off the storms, cold and the hot sun, that family is regarded as okay they do not have to worry because they are surviving. This suggests that technology is not a necessity or a basic need. In Kenya, we are in need of technological empowerment.
There are so many private schools compared to government schools. In these schools the majority of the students are from rich families, that is 70%, while 30% are there because of sponsorship and scholarships. The government schools holds more of Kenyan children because majority of Kenyans are technically poor. There is no option of private school to these parents because even most of them send their children while they are still under age just for them to go and eat their lunch because when they stay at home they will have nothing to eat, instead as little they are they will have to wait till dinner. That is a bonus for the government.
In Kenya advanced technology was just introduced a few years back, meaning technology is still young. There are still households with no electricity, a radio or a simple mobile phone for just communicating. Technology courses were also introduced and they are improving since the stereotype of saying that technology courses for example computer science is made for boys is fading away and now even girls are doing better than the boys in the course. That is the good news about technology, the bad news is that, around 60% of the poor children in Kenya have little or no access to technology for learning that is the smartphone or the computer and the internet to make the learning easy.
This makes only children from the private schools able to continue learning. But not all who continue learn online 20% are left out. Also the troubling gap in the opportunity to continue learning emerges between privileged and vulnerable children when looking at responses by other markers of economic advantages such as employment and food security status. 10 in 60 children of employed parents have access to both a device and the internet for learning always, or most of the time. This on demand availability drops where other children living in households where the parents are unemployed.
There is an extent where families who afford two or one meal a day, give it up and instead of eating or have little small that day, what was to be used to buy food will be used to pay for the virtual education by purchasing some internet bundles and if there is no a gadget to be used, the child will have to walk miles away from home in order to access cyber. The long walk will make the child tired even when it is time to concentrate, he or she is tired even to listen. The long walk is also exposing the child to sexual abuse by strangers and before they get to speak out it is too late, which will even make the concentration more difficult hence dropping of the performance.
Many people in Kenya acquire phones only when they are already at their 18th year and some even at their 20s. Considering this, the children who were and are still learning online are really struggling because they are not familiar with the gadgets or the process itself. If the class was to start at 8am and end at 10am through zoom, the child will join the class at 9:30am or even she will never join basically because she does not understand which button is which.
The government or the stakeholder responsible for children and everyone’s right, make technology as a basic need, with that learning will become easy and efficient to everybody, be it grandparents, parents and the children.
In 1954, the United States Supreme Court overruled the “separate but equal” clause of Plessy v. Ferguson with the case of Brown v. Board of Education of Topeka, declaring that “separate” educational facilities are inherently unequal. While Brown v. Board was aimed at addressing racial segregation, it is worth noting the implications of this view of separate educations because students with learning disabilities are often educated separately from their peers. Our current education system divides students into different categories and programs based on their perceived levels of academic ability under the assumption that this is the best way to help students reach their fullest potential. This is problematic and leads to students’ missing the benefits of an inclusive classroom. Though it would not be a simple task, students who have learning disabilities should be educated alongside students who do not, using cooperative classwork, where students work together to complete an assignment or task, whenever possible.
The Americans with Disabilities Act defines a person with a disability as “a person who has a physical or mental impairment that substantially limits one or more major life activity.” For this blog, I will be focusing on learning disabilities, particularly those that do not completely inhibit functions that are vital in a traditional classroom, such as communication. However, I do recognize that the line that I am drawing between which disabilities/experiences of disabilities my proposal would apply to and those it would not is not completely clear, as no two people with the same disability have the same experience. The degree to which a person is able to participate in inclusive and cooperative learning would have to be determined on a case by case basis.
Article 26 of the United Nations’ Universal Declaration of Human Rights (UDHR) states that everyone has a right to an education. Article 24 of the UN’s Convention on the Rights of Persons with Disabilities (CRPD) states that all people with disabilities have the right to “an inclusive education system at all levels and lifelong learning.” The use of cooperative classwork among students with and without disabilities would hopefully help more effectively access these rights for both parties. Additionally, by helping the members of each group become more accustomed to interacting and being part of a common social group, this can also help individuals with the types of disabilities that are focused on in this blog to access their right to employment (which is given in article 23 of the UDHR and article 27 of the CRPD) and their right to participation/inclusion in their communities (article 27 of the UDHR and article 19 of the CRPD).
Our Current System
When discussing whether students who have disabilities should be educated separately from students who do not, it is helpful if we begin by considering why we use the system we currently have. A literature review titled “Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities” was published by Moira Kirby in the Child Youth Care Forum in 2016. In the review, Kirby aimed to find special education trends relating to “inclusive practices, Response to Intervention (RTI), and student achievement.” She argues that the educational system currently used in the United States, while meant to increase access to education, perpetuates certain students’ isolation from others, as it is based on problematic assumptions about disabilities. The first assumption is that disabilities are deviant conditions that should be “eradicated.” The second is that “all special services should be delivered in a separate environment.” These assumptions inform the implicit biases about degrees of educational ability. Kirby also argues that these assumptions must be changed in order to “promote access and equality for students with learning disabilities.” In her article, she states, “The question is not, how can we fix a disability, but how can we make our classroom environments a place where all students can learn, regardless of their need.”
The educational system that is currently in place in the US involves separating students with learning disabilities, “low-performing” students, students who meet “average” expectations, and “high-performing” students. This system is well-intentioned, theoretically giving each group of students the unique resources they need to reach the height of their personal capabilities. In practice, however, this system is quite flawed. It is a system based on expectations (typically informed by assumptions and implicit bias), which become harmful to many students, especially those with learning disabilities, due to stereotype threat. Stereotype threat is “the risk of confirming negative stereotypes about an individual’s racial, ethnic, gender, or cultural group” and the effect that that risk can have on the individual’s performance. Many people assume that students with disabilities will do poorly in school, and when students with disabilities know this, they often adopt those same expectations for themselves. If academic success seems unlikely or even impossible, this can become a barrier to the motivation and access to resources that can lead to it. Stereotype threat also leads students with learning disabilities to underestimate the quality of their academic performance overall, even at times when they are doing well. They can start to assume that they simply cannot do well in school.
Another problem that comes with stereotype threat is that it takes up precious cognitive resources. Students spend part of their cognitive resources thinking about the expectations they are held to, distracting them from the work they are trying to do, and preventing them from using all of their resources to their advantage, which contributes to a decreased ability to perform well.
In her research, Kirby found that teachers who had been asked about inclusion in the classroom tended to attribute the success of attempts at inclusion to the students’ physiological traits rather than the value of inclusive practices. She points to this belief as one that could potentially lead a teacher to believe that students with disabilities could be taught only separately from others. They were also often found to lack confidence in their abilities to teach students with disabilities. Parents also either had negative or neutral views on the impact of inclusive education.
In 2015, “68.2% of students with learning disabilities spend 80% or more of their day in the general education classroom, while 24.1% spend 40-70% of their day in the general education classroom.” This in no way aligns with the idea that students with learning disabilities need to be educated separately from other students, and it highlights a point of concern. If many general education teachers do not feel like they are able to teach students with disabilities, and most students with disabilities spend a large part of their day in general education classrooms, what implications do these things have regarding those students’ education? Ideally, students would be educated by someone who felt they were qualified to teach them rather than someone who is uncertain about it. If students with different educational needs were consistently taught in the same classroom, teachers would all need to go through the training necessary to teach students with special educational needs, allowing them to better support their students.
An Inclusive Educational Environment Can Be Beneficial For All Students
The negative impact that a segregated educational system can have on students with disabilities is not the only reason to move towards a more inclusive system. Evidence that suggests that inclusive classrooms can lead to positive outcomes for all of the students involved.
In their article “The challenges of implementing group work in primary school classrooms and including pupils with special educational needs,” Ed Baines, Peter Blatchford, and Rob Webster review the results of two research projects: the SPRing (Social Pedagogic Research into Group-work) project and the MAST (Making a Statement) project. Realizing that most studies regarding collaborative work in education that had previously been performed had been on a small-scale and short-term basis, the authors reviewed the results of these two projects to come to a better, more reliable understanding of the challenges of inclusive group-work in primary schools.
The SPRing project was a five-year-long project that aimed to “develop and implement with teachers a programme of principles and activities that incorporated group work into curriculum and everyday school activities” and “to evaluate this programme relative to a control group in terms of academic progress, behavioral interaction and dialogue, and attitudes and motivation towards learning.” The developed program included a handbook and six training sessions where teachers could develop the skills that they need to incorporate group work into their lessons. The four main areas covered by the program included “preparing the classroom and group context for group work,” “preparing lessons and group-work activities,” “preparing adults to support pupils and groups,” and “preparing pupils for group work.”
The results of the SPRing project show that, relative to the control group, the students that participated in the program made more progress in general science tests, “were more actively engaged in task interactions,” had more sustained interactions, and “engaged in more high-level reasoning talk.”
The MAST project “involved systematic observation and case studies” of students with known special educational needs that were being taught in general education classrooms. This project’s results provided Baines and his co-authors with information about the interactions between students with special educational needs and adults/peers. The project found that students with special educational needs “were half as likely to work with or alongside peers” as other students. It was also found they were often isolated from the other students. Some of the reasons for this isolation included a student with special educational needs choosing to sit away from the others, and other students being afraid of or nervous about working with them. One factor that may contribute to each of these reasons could be that the students with special educational needs that were a part of the study may have had poor social and communicational skills. While difficulties with communication are an aspect of many learning disabilities, inclusive group work may give these students an opportunity and a safe environment in which they can develop these skills (though a student should never be pushed to do group work if it causes them an amount of stress that is genuinely detrimental to their well-being).
This isolation of students with special educational needs may also result from traditional students and school faculty viewing people with disabilities as “the other” as being outside of normal. This would help to explain why traditional students may be hesitant to associate with students who have disabilities. It could also explain why students with special educational needs isolate themselves from other students, as they may have internalized their peers’ view of them. They may feel like they are on the outside looking in, unable to be a part of the rest of the group.
In her literature review, Moira Kirby also addresses some of the benefits of inclusive educational settings, as suggested in different case studies. In one study, elementary school students scored higher in reading and writing when taught in a general education classroom rather than a separate special education classroom. Another study found that eighth-graders with learning disabilities had “significantly higher scores in math academic achievement tasks and self-concept” when taught in an inclusive classroom. Students from another study scored higher in math, science, social studies, and language arts.
Students without learning disabilities may also benefit from inclusive educational environments. Students who perform well could potentially benefit from working with students with disabilities and helping them understand the topics they are learning about and the group work they might do. Re-wording and explaining a concept to another person can
help cement one’s understanding of it. Additionally, if all teachers have to teach classes with children with different educational needs, they would have to be prepared to work with students with disabilities, which would improve the support that those students receive and broaden teachers’ perspectives. This could allow teachers to develop skills that would be beneficial in teaching all students, with or without disabilities.
Concerns and Challenges
Though there are many advantages to adopting a more inclusive educational system, there are still concerns and challenges that also come with it. One concern is that students with learning disabilities may face social rejection from their peers. For their article “The Social and Emotional Situation of First Graders with Classroom Behavior Problems and Classroom Learning Difficulties in Inclusive Classes,” Johanna Krull, Jürgen Wilbert, and Thomas Hennemann surveyed 2,839 first graders and found that students with “classroom learning difficulties” (CLD) and “classroom behavioral problems” (CBP) were at a greater risk for social rejection than their peers. However, the authors found several outliers in their data, where students with CLD or CBP had higher rates of social acceptance, and they interpret this to mean that, under the right circumstances, an inclusive education system is possible. In their article, Baines and his co-authors suggest that social rejection in this context can decrease over time when students are involved in inclusive group-work (if the students remain in the same groups throughout that time). Group work allows students with disabilities who struggle with social skills to develop those skills. It will enable other students to better understand people’s experiences who are different from them, which may lead them to be more willing (and happier) to be inclusive and build friendships with other students. If a student has no/little prior experience with students with learning disabilities, it would not be surprising to find that they are nervous or uncomfortable interacting with them.
When discussing the possibility of an integrated classroom, people are also concerned with the impact of having children with severe behavioral issues in general education classrooms, as they may become distracting or disruptive to the point of preventing any productivity in the class. This may be a factor that needs to be considered on a case-by-case basis. Some children that are deemed as being too disruptive have the potential to become less disruptive with exposure to a traditional classroom setting. There are likely situations where students truly are too disruptive to allow for a productive classroom, but that is certainly not always the case. It is important that, if a student is found to behave in a distracting way, that they are not immediately moved into another classroom after a single incident (although consideration should be given to the severity and the nature of the interruption). They should be given the opportunity to try and adjust to the traditional classroom environment before they are placed in a different one.
Another concern is that educating students at such a range of degrees of ability in the same classroom might prevent both students with learning disabilities and students that are currently in advanced programs from reaching their fullest academic potential. This concern is largely connected to the assumption that being in the classroom means that students would all be learning from the exact same curriculum, but that is not necessarily true.
In her article, Kirby suggests that a completely inclusive classroom might not involve basing lesson plans on the categories that students have been assigned to. Instead, each student would have an Individualized Education Plan (IEP). In our current public education system, children in special education programs must have an IEP, a “map that lays out the program of special education instruction, supports, and services kids need to make progress and thrive in school.” Each child has an IEP team, including their parents, at least one general education teacher (unless the child does not work with any), at least one special education teacher, a school district representative, a school psychologist/specialist, and the child. After the IEP is developed, the team regularly meets to discuss progress and possible changes for the plan. If every student, whether they have general or special educational needs, has an IEP, then (in theory), each student could have their personal needs recognized and met in the classroom. Kirby also suggests that making IEPs standard for all students could reduce the impact that the stigmatization of learning disabilities has on students, as school faculty would be less reliant on separating students into different/broad categories to teach them.
Of course, creating an IEP for every student in the public school system is much easier said than done and is a much more attractive idea in theory than in practice. It would require a significant shift in the allocation of resources in education, which may not be practical with the financial resources we currently have access to. It would also be asking many teachers, as they would no longer be able to teach with a singular lesson plan. It is unrealistic to expect teachers to carry this burden themselves, as they are already spread too thin, given more responsibilities than they can reasonably handle. Having IEPs for every student would likely require a serious increase in the number of teachers at each school or at least an increased/reinforced support system for school faculty. Perhaps a more feasible solution could be developing IEPs for students with a clear need for increased educational support that involves their being more present in the traditional classroom than in a separate one. While this is still likely to feed into the stigmatization and othering of students with disabilities, there do not seem to be any strong alternatives that are both practical and successful in avoiding stigmatization altogether.
In short, we should aim to educate students with and without learning disabilities together whenever possible, even though it will take a lot of time and effort to do so. We currently separate students based on expectations of their academic abilities, and these expectations are informed by and reaffirm problematic assumptions about people with learning disabilities. This can be harmful to people with learning disabilities and prevent students with all degrees of educational needs from accessing the benefits that can come from an inclusive classroom. However, it is important that we recognize and genuinely consider the concerns and challenges that arise when we look to put inclusive education ideals into practice. It is also important to recognize that the conclusions that can be drawn based on the resources used to support this argument are limited, as many gather data from anecdotal situations and small samples sizes. These factors prevent the results of sources from being reliably representative of experiences with inclusion and students with learning disabilities on a larger scale. The application of my argument is also limited, as I have focused on students with learning disabilities that do not completely prevent them from effectively learning or functioning in a general education classroom. While an integrated school system is generally optimal, there are some students for which that kind of system genuinely would not work. We cannot treat all students with disabilities as if their experiences are the same by assuming that all would do poorly in an inclusive classroom or that all would be unquestionably better off in an inclusive classroom. Overall, even though it will not be easy, even if we can never achieve a perfectly integrated educational system, it is an important goal which we should work towards for the benefit of all students and their educational rights.
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