At The start of my English 24 course, my understanding of social justice was limited. I comprehended social justice as advancing reasonableness, justice, and equity for everybody, no matter what their race, orientation, financial status, or class. All through the course, we dove further into the idea of social obligation and investigated different ways of resolving social issues, equity, and foul play. Through class discussions, interactive media assignments, and readings, we had the option to acquire significant experiences of the significance of social responsibility.
One assignment that stands out to me is our discussion of Toni Morrison’s book “God Help the Child.” We examined the themes of personality, trauma, and systematic oppression in the book and how they converge with various factors like race, gender, and class. During these discussions, we also thought about what these issues mean for people and whole networks. I additionally valued how we examined the characters in the book and their way of dealing with social responsibility (Morrison). For example, the principal character, Bride, who looks for recovery from her horrible past, is close to different characters who either propagate or challenge the pattern of mischief and trauma. Our discussions underlined the meaning of sympathy and understanding, as well as the need to take a stab at a more attractive and more comprehensive society effectively. This exhaustive analysis of subjects and messages in “God Help the Child” was not restricted to this specific unit but rather stretched out to all teams throughout the course. We likewise broke down texts, for example, “Without a Net” by Michelle Tea and related recordings, to figure out social issues more readily.
One social justice issue that impacted me the most in Toni Morrison’s novel was the theme of child abuse and disregard. The author’s distinctive portrayals of the aggravation and trauma experienced by kids helped me to remember the earnestness and significance of safeguarding our childhood and pursuing a better local area later on. It likewise filled in as a suggestion to make a move and keep such injuries from happening.
All through the course, I appreciated taking part in our group conversations and hearing alternate points of view on civil rights issues. These discussions allowed me to expand on how I interpret these perplexing issues. By paying attention to my companions’ considerations and individual encounters, I had the option to foster a more nuanced viewpoint.
As the semester comes to an end, I reflect on my advancement as an English 24 student. I have developed as a peruse writer, critical thinker, and student. I’m currently furnished with the instruments and information to fundamentally draw in with civil rights issues and make a move to address them. Through this course, I have discovered that civil rights aren’t restricted to a solitary definition but envelop a tremendous scope of issues and obligations. It requires dynamic contribution and a readiness to challenge and reevaluate the state of affairs.
Overall, this course has significantly extended how I interpret social responsibility and has enabled me to make positive changes in my community. From examining writing to talking about recent developments, I have had the option to see the pertinence and effect of civil rights issues in our general public. Pushing ahead, I am focused on using my newly discovered information to be a functioning and responsible global citizen.
Work Cited
Morrison, Toni. “God Help the Child.” Amazon, First Edition, Alfred A. Knopf, 2015, www.amazon.com/God-Help-Child-Toni-Morrison/dp/0307594173.
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