Promotion of Diversity and Equality - Essay Example

Promotion of Diversity and Equality Summary of Assessment One Equality and diversity are closely related words that are sometimes confused in meaning, but the truth is they are as different from one another as possible. A definition of the word equality illustrates it as being a state of fairness to everyone, regardless of gender, beliefs, race, social status or even existing disabilities (Thompson, 1986). On the other hand, Diversity implies being wide in thinking, actions, insight, practices and even on social life (Trevithick, 2005). The Equality Act of 2010 gave a roadmap to the realization of the full freedom and exercise of human rights cross-culturally. Its main aim was to minimize if not entirely eliminate, discrimination against individuals, by changing the perceptions of people who may be different in any manner, as coined by cultural inheritance; and to give more rights to each category of individuals (Equality Act 2010). Professional practice is a function of power Influence, as has been witnessed in both contemporary and traditional societies. At every level of relationships, there is at least some power exerting force against individuals treated as its subjects (Sweeney, Lewis & Etherington, 2003). Professional practice is undermined by misuse of power, and the performance of individuals goes down, thus affecting service delivery. Care values have been on constant transition overtime. This change has not been devoid of results. Among the many advantages of positive transition of care values are improved performance of individuals; delivery of proper and more advance care to patients and people with unique needs; more liberal performance of individuals without discrimination among others. When fairness and diversity are not exercised in any given setup, social exclusion could set in, which brings with it damaging effects. Depression, anxiety, and insecurity are just but a tip of the iceberg. This can be passed from one generation to another; thus equality and diversity have to be promoted to annul the effects of discrimination and prejudice (Social exclusion unit, 2004). Strategies Used to Promote Equality and Diversity Introduction Lisa faces various problems in her life, and she falls as a direct victim of social barriers. She has no right to exercise her freedom, develop her full potential and finds herself in a most unwarranted position of a caregiver at a juvenile age. As discussed earlier, equality and diversity are strong terms that provide for an individual the opportunity to participate in daily life activities, develop full potential and mingle easily with the rest of the society members without facing discrimination and prejudice (United Nations Research Institute for Social Development, 2010). In this case study, these two rights have grossly been violated. For fairness to reign, it requires that all society members, regardless of gender, race, physical condition, social class or even sexuality, receives equal attention and opportunities in life (Argawal, 2010). Numerous strategies exist which can be used to dismantle the yoke of social barriers, and promote equality and diversity, so as to improve the lives of Lisa and her siblings. These include advocacy, empowerment, legislative approach, partnership, behavior and culture change, and promoting self-identity (The civil Service, 2008). Advocacy This is referred to as a political process through which a group of people or an individual, whose main goal is to influence policies affecting the public or means of resource allocation, or even social phenomena that need to be changed, engages in vigorous campaigns to change the mindset of people (Cohen, de la Vega, & Watson, 2001). Lobbying is a common form of advocacy, which is directly related to canvassing, involving advocates engaging a direct approach to the subjects of a particular matter (Obar, et al, 2012). In the case of Lisa, freeing her from the bondage of a juvenile caregiver requires more than persuasion of the parents. They fail to realize the inherent needs of the young kid to engage in co-curricular activities, and pay a visit to the movies and friends, even after Lisa shows interest. She is quickly brushed off, by being reminded of the bitter responsibility that lies directly on her shoulder. To add insult to injury, when Lisa comes home from collecting the weans, she or neither of the other children, is allowed to enter the kitchen. This prevents her from exercising her full potential as an upcoming woman, and as condemned young caregiver. It thus means that an advocate is required for Lisa. There are various forms of advocacy which can be used to alleviate various forms of freedom infringements, like lack of diversity and equality (Loue, Lloyd & OShea, 2003). Advocacy can take many other forms, which might not be relevant to this study, including mass, ideological interest-group, media, bureaucratic, express/issue, health, and budget advocacies. Lisa can be helped through a few of the forms mentioned above. Advocates can use health advocacy to fight for the provision of a home-based health care worker to attend to Anthony, instead of Lisa having to stay with her. Budget advocacy can also be used proactively to increase the earnings of the parents; so that they can they can engage the services of an ayah. Advocacy can be applicable in various contexts including legal/law, political, social care as well in the context of inclusion (Cohen, de la Vega, & Watson, 2001). Advocacy in the social context targets individuals in difficulty, as in the case of Lisa, while that of inclusion seeks to secure the acceptance and equal treatment of individuals who have been socially alienated and isolated. Empowerment This is another powerful strategy that can be employed to solve Lisa’s situation. As aforementioned, Lisa is a victim of gender-based ill treatment and unfairness, as her elder brother, who would have been in a better position to take care of the kinds is left to study in college. She therefore has to undergo a process of empowerment so as to make her realize her value as a young woman. In the society, women have been marginalized, taken as lesser beings, but at the same time entrusted with the custody of must chores. Groups of people that need empowerment are the marginalized (McNutt, 2007). Empowerment has a wide landscape of meanings, but can be coined to mean increasing the political, spiritual, gender, economic, or educational strength of individuals as well as communities (Blanchard, John & Alan, 1996). Sociological empowerment, which is more relevant to this case study, addresses those members of a group who have been excluded by processes of social discrimination (Ogden, 2004). These individuals cannot participate in the process of making a decision based on their disability, gender, race, ethnicity or religion. Usually, empowerment is more associated with feminism (Blanchard, John & Alan, 1996). Gender empowerment would be most beneficial to Lisa, as she will realize and appreciate her self-worth, and fight better for her rights. Many movements concerned with human rights and development have put in place approaches to address to subject of women empowerment, for example, The Millennium Development Goals, The Human Development and Capabilities Approach (Blanchard, John & Alan, 1996). One of the most effective forms of empowerment that Lisa would benefit from is providing her with equal opportunity as her brother to engage in life activities, carry on her education, and involve herself in activities which would further her development as a child. Allocating her duties that she believes normally belong to Michael would give her the confidence to tackle all inequalities that are gender-based. She also needs to be empowered economically so that she can go to school and attend cinemas, according to her wish. These are essential activities in the cognitive development of a child, which she should not be denied (Thomas, & Velthouse, 1990). Cultural Teaching and Behavior Change The word ‘culture’ has a wide array of meanings, as many anthropologists have tried to define it. The most satisfying definition is the “thick description” of Geertz (1973) which is outlined below. A historically transmitted pattern of meanings embodied in symbols, a system of inherited conceptions expressed in symbolic forms by means of which men communicate, perpetuate, and develop their knowledge about the attitudes of life (Geertz, 1973, p.89). Culture has a profound effect on normal life as well as professional performance (Geertz, 1973). In most societies, the female sex is regarded as lesser beings, which should practically carry out all the menial jobs, while the men wallow in complete comfort and kingly treatment. They are not allowed to own property, advance in education and exercise judgment in the community. This same culture marginalizes people with disabilities, and does not appreciate the uniqueness of people with unique needs. Lisa is a victim of archaic cultural beliefs and practices. Recently, there have been substantial breakthroughs to the barriers of cultural origin (Deneulin, & Lila, 2009). Various methodologies can be employed to negate the effect of cultural beliefs among people, one of which is education (Geertz, 1973). Training of people on the covert ill-benefits of deep cultural beliefs can lead to reduction of these barriers. Legislative Approach The case study explicitly reveals Lisa’s parents as guilty of an offence, which is child abuse. Lisa is registered as a young caregiver, a title she does not deserve at all costs. She is denied the freedom of joining her mates in a cinema, which she would genuinely like to attend. Her rights as a child have been violated in many capacities, for instance, she is not allowed to enter the kitchen in the absence of her parents. Biologically, children’s metabolic rate is quite high (something to do with large surface area to volume ration), and their need frequent replenishing of their food store. Denying them the right to fend for themselves where there is an opportunity is a gross mistake and injustice (Jones, & Cross, 2005). The Equality Act 2010 brought together several pieces of legislation which aim at protection of people with regards to age, gender, disability, race, marriage and civil partnerships, religion, beliefs, sex, pregnancy and maternity as well as sexual orientation. The office of Government Equalities is specifically concerned with mainstreaming issues to do with equality. They are tasked with the mandate of eliminating victimization, discrimination, and harassment; fostering mutual relations among people bearing the above mentioned characteristics; and advancing equality in the provision of opportunities to everyone (Keck, & Sikkink, 1998). Partnership Partnership can be a more subtle way of solving Lisa’s situation. The family is depicted as people lacking in resources and basic knowledge of child rights. They already have enough in their plate, and may not need forced change agents hovering around them. Partnership would involve directly engaging in the family’s activities, understanding deeply their problems, and coming up with a possible solution (DeVita, & Mosher-Williams, 2001). Lisa’s parents seem to be low income earners, as they have to work hard until late in the evening. This signifies lack of adequate economic empowerment. As a partner, one can chip in by several means. These include provision of economic benefits, educating the family, especially the parents on the needs of and rights of children, empowering Lisa as a woman to enhance her development, and make her be at a better position to stand up for her rights. At the same time, Michael can be advised to be more realistic and lend a hand in the running of the family. Economic empowerment would help Lisa’s family employ a care giver, thus giving her the freedom she so much craves for. Legal advice would make the family heads realize that it is their sole responsibility to take care of the family, and not the children’s. The government can also partner with the family, and lend a hand, by taking the children to special schools where they would not face prejudice and discrimination. Philanthropists can give grants to the family and offer to take responsibility of seeing Lisa through her education. This would give her the opportunity to diversify her potential and feel equal. Conclusion Equality and diversity are crucial in the daily lives of individuals, and the denial of the same would automatically lead to less participation of an individual, the ability to perform and deliver to the full potential, vertical development, and the right to exercise one’s own decisions and desires. The impact of regulation and risk management are obvious, as manifested in an upright and just society that respects the right of every member, regardless of race, gender, sex, religion, impairment or class. Lisa’s case, as has been exhaustively discussed above, requires strategies such as empowerment, both economic and gender-based; advocacy in the context of social care, legal approach, political perspective, as well as inclusion; legislative approach which centers on human rights; partnership which would provide a closer relationship between the help provider and Lisa’s family; and teaching on culture and behavior change – the benefits of cross-cultural approach to issues and having proper knowledge about the rights and need for equality for each individual are practically insurmountable. List of References Argawal, B. 2010. “Gender and Green Governance: The Political Economy of Women’s Presence Within and Beyond Community Forestry.” New York, NY: Oxford University Press Blanchard, K. H., John P. C., and Alan R. 1996. Empowerment Takes More than a Minute. San Francisco: Berrett-Koehler. Cohen, D.; de la Vega, R.; Watson, G. 2001. Advocacy for social justice. Bloomfield, CT: Kumarian Press. Deneulin, S. & Lila S., 2009. An Introduction to the Human Development and Capability Approach: Freedom and Agency. Sterling, VA: Earthscan. DeVita, C.J. & Mosher-Williams, R. Eds. 2001. Who speaks for America’s children?. Washington, DC: The Urban Institute. Equality Act (2010)  Geertz, C. 1973. The interpretation of cultures: Selected essays. New York: Basic books, Inc., Publishers. Jones, L., & Cross, W. S., 2005. "CRIMINAL INVESTIGATIONS OF CHILD ABUSE The Research Behind “Best Practices”". Trauma, Violence & Abuse, 6 (3): 254-268. Keck, M.E.; Sikkink, K. 1998. Activists beyond borders: advocacy networks in international politics. Baltimore, MD: Cornell University Press. Loue, S.; Lloyd, L.S.; OShea, D.J. 2003. Community health advocacy. New York: Kluwer Academic/Plenum Publishers. McNutt, J.G., 2007. Adoption of New Wave Electronic Advocacy Techniques by Nonprofit Child Advocacy Organizations. 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"Cognitive Elements of Empowerment: An Interpretive Model of Intrinsic Task Motivation". Academy of Management Review, 15, (4), 666-681. Thompson. T.,1986. Communication for healthcare professionals. New York: Harper and Row. Trevithick, P., 2005. Social work skills: A practice handbook. Buckingham, Philadelphia: Open University Press. United Nations Research Institute for Social Development. 2010. Combating Poverty and Inequality: Structural Change, Social Policy and Politics. Geneva: UNRISD “Gender Inequalities at Home and in the Market.” Chapter 4, 5–33 Woodward, K. Ed. 2004. Questioning Identity: Gender, Class, Ethnicity. 2nd Ed. London: Publisher: Routledge. World Survey on the Role of Women In Development. 2009. Women’s Control over Economic Resources and Access to Financial Resources, including Microfinance. New York: United Nations. Young, L.; Everitt, J. 2004. Advocacy groups. Vancouver, BC: University of British Columbia Press. Read More