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Step One: Listen to the audio summarizing this week's article (located below).

Step Two: Review and respond to at least one of this week's three questions. You can contribute your responses by clicking on the "+" button located at the bottom of each question.

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Keri DeJong, Ed.D., is an author, educator, and consultant focusing on social justice education and intergroup dialogue. Her recent publications focus on preparing intergroup dialogue facilitators, the role of listening in dialogues about race and gender, theory and curricula for teaching and learning about youth and elder oppression, and the case for centering young people in social justice education work.

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Barbara J. Love is Professor Emerita, Social Justice Education, College of Education, University of Massachusetts Amherst. Best known for her work, “Developing a Liberatory Consciousness,” Love has written about self-awareness for social justice educators, internalized oppression, and teaching about social justice issues, including racism, ageism, and adultism.

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L.A. Bell (2020) describes the defining features of oppression as "pervasive, restrictive, hierarchical, occurring through intersecting identities/relationships, and internalized by those in the role of the dominant as well as those in the role of the subordinate" (p. 492). What is meant by this statement? Please use at least one of the course concepts we've learned so far (internalized oppression, intersectionality, etc.) as well as the content in the article, to shape your response. 

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L.A. Bell (2020) describes the defining features of oppression as "pervasive, restrictive, hierarchical, occurring through intersecting identities/relationships, and internalized by those in the role of the dominant as well as those in the role of the subordinate" (p. 492). What is meant by this statement? Please use at least one of the course concepts we've learned so far (internalized oppression, intersectionality, etc.) as well as the content in the article, to shape your response. 

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As CYCP's, what might the Five Faces of Oppressions look like for children/youth we may work with? Please provide a real-world example or a hypothetical scenario for each of the five faces. 

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As CYCP's, what might the Five Faces of Oppressions look like for children/youth we may work with? Please provide a real-world example or a hypothetical scenario for each of the five faces. 

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What parallels can you draw between social justice issues among young people and colonialism? What can we do as CYCP's to begin implementing the SJE approach in practice to help mitigate the effects of these parallels? Feel free to use ideas from the article as well as course concepts (think anti-oppressive practice, context, etc.). 

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What parallels can you draw between social justice issues among young people and colonialism? What can we do as CYCP's to begin implementing the SJE approach in practice to help mitigate the effects of these parallels? Feel free to use ideas from the article as well as course concepts (think anti-oppressive practice, context, etc.). 

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As a CYCP, we frequently encounter young people who are touched or labelled by these five faces of oppression. Apart from exploitation, marginalisation, powerlessness, and imperialism cultural, and violence these youth confront these unpleasant situations because of their culture or race. Some of the young people with whom we interact are affected by cultural and violent factors on a daily basis; some are more vulnarable  than others, but all are affected at some time. In exploitation, we observe how adults use young people as instruments for profit and exploitation, such as adolescent females who are easy prey for adults who force them to do things they don't want and exploit them sexually.We observe the impact of marginalisation on young people who are Afro-American and Indigenous, who are expelled or denied meaningful or productive involvement in the economic and social life of these communities because the labour system does not offer them with opportunities for development.Powerless, This is something that a lot of the young kids we work with go through because their voices aren't heard. They have a restricted ability to grow their skills and improve their prospects.Adults are considered as more complete than young people in cultural imperialism, making young people appear weak and unable. It's about how a powerful group exerts control over the actions of others, in this case, the youth.Young people are targeted in violent attacks in order to injure and breach their rights. They are ignored, particularly when they are a part of the system.

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The Five Faces of Oppression consist of exploitation, marginalization, powerlessness, cultural imperialism, and violence. Each component of the Five Factors explains how oppression is used within the child and youth care facility in turn impacting a youth’s life. Firstly, exploitation defines the process by which the results of one labour group transfers to another social group and benefits off of their actions. An example of this factor may contribute to finding a job in a field of study as most companies may require experience before being employed. Leaving endless volunteers for their preferred career for a long time to gain experience and knowledge. Marginalization is the process of making one group or class of people less important or relegated to a secondary position. For example, women are still marginalized and being pushed to the edge of society. Powerlessness is when individuals are not allowed to make decisions that impact their lives. Furthermore, it is important for children and youth to have a voice in and speak up, protesting, or voting for what they believe in as they are the next generation. Children and youth encourage improvements for the future. Another Factor consists of cultural imperialism, which refers to the process where the dominant symbols, activities, or meaning of society reinforce the perspective of a dominant group and become a stereotype or target. One scenario may be the Black Lives Matter movement, where many youth protested for the rights of black individuals who were not heard by the government or law enforcements. By creating movements it allows society to hear the voice of a youth where they can increasingly understand one another. Finally, violence refers to attacks against members of social groups and their property. DeJong & Love (2005) state, “young people experience violence so often that government agencies exist for the sole purpose of dealing with violence against children” and made an interesting fact about Indigenous children. In this scenario Indigenous children were taken from their homes through force to be transformed into the white Westernized society.

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The Five Faces of Oppression is a framework that examines oppression, including exploitation, marginalization, powerlessness, cultural imperialism, and violence. Exploitation refers to the process in which labour of a social group is transferred into revenue for testing companies owned by adults - young people are exploited in the sense where the benefits of their labour are at school, further young people are encouraged to volunteer and participate in activities that are unpaid (Dejong & J. Love, 2005). Marginalization within youth refers to the legal financial bindness to adults - they legally cannot provide for themselves until a certain age and when they can, adults are in charge of their monetary uses and their funds (Dejong & J. Love, 2005). Powerlessness in youth refers to their inability to make decisions that impact their daily lives. Cultural imperialism refers to the process in which reoccurring symbols, activities, meanings of society reinforce the perspective of a dominant group (Dejong & J. Love, 2005). Young people absorb certain messages around their identity - considered to be rude, obnoxious, etc. and consume messages surrounding how adulthood or adults are more complete, normal, and correct. Finally, violence. Youth face forms of violence from their parents - parents are legally allowed to spank their children, child protective services are considered another form of violence, as youth, particularly POC and Indigenous folks, are removed from their homes and put into another one. As CYCPs it is important to recognize how this may show up in the youth we work with. For example, powerlessness may look like young people's actions and decisions being controlled by the adults they are working with - the adults get to make decisions based on what they might think is best for the young person without consulting them first and seeing their perspective. This then might instill and reinforce the ideas that their voice does not matter and that in situations of power, it is not shared, and that an adult will always have this power over them.
- Serina Azevedo

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Exploitation, marginalization, powerlessness, cultural imperialism, and violence are the Five Faces of Oppressions. example includes black children being disproportionately punished in schools, and are hyper-policed at alarming rates. This contributes to the school to prison pipeline where black students in many public schools are likely to be funnelled into to the juvenile or criminal justice systems for even minor infractions of school rules. Another example would be, children/young people from low income neighbourhoods feeling “less than” individuals in a higher social class, denial of class heritage, shame about class, hostility and blame towards other working class and poor people, and believing the class system is fair

- Kady-Ann Miller

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Jessica Begg
The article describes the Five Faces of Oppression to include exploitation, marginalization, powerlessness, cultural imperialism, and violence.
Exploitation is the process of one party benefiting from the unfair treatment and labour of another. In child and youth care, we can often see young people be exploited in various ways, an example of this can be seen when a young person's lack of experience in the workforce is taken advantage of and results in the young person being paid unfairly, overworked, lack of breaks etc.
Marginalization, sometimes refered to as social exclusion is when individuals are deemed not useful to society or the economy and are therefore denied and excluded from meaningful or productive participation, resulting in forced dependency and deprivation of goods. Due to their age, development and perceived lack of competence and responsibility, young people face marginalization in many ways, with DeJong and Love (2005) providing the example of the legal marginalization youth face as they are not legally allowed to participate in the workforce, resulting in a forced financial dependency.
The face of powerlessness is defined as "having restrictions or limitations on participation in making decisions
that affect the conditions of one’s life and actions" (DeJong & J. Love, 2005), this results in a lacking sense of self and lack of authority and autonomy. As CYC' powerlessness may be one of those most common faces of oppression seen as young people are faced with powerlessness in many areas of their life. Many factors of their lives are controlled by authority figures such as parents, teachers, coaches, support workers, etc., from what they eat to what they study, who they socialize with and what they do in a day, most decisions, big and small are either out of their control or limited in options.
Cultural imperialism is described by DeJong and Love as "the process by which the dominant symbols, activities, or
meanings of society reinforce the perspective of a dominant group while making invisible,
stereotyped, or marked as “other” the perspectives of a subordinate or targeted group" (2005). For young people, this can be seen in the messages that are sent regarding their place in the world as subordinate, inexperienced and therefore less than, the adults are always right. For example, a young person who falls into gang life because of the connections their parents have with gang life, often going against their own values to accomplish tasks told to them by elder gang members.
The final face in this theory is violence, which is described in the article as attacks against members of certain social groups with the motivation to damage, humiliate, terrorize, and control. This could be a targeted or subordinate attack on the members or their personal property. In child and youth care acts of violence can often be seen as children and youth are a vulnerable population, this can be seen in cases involving Child Protective Services, suspected abuse cases, young people witnessing violence, etc. However for young people violence isn't always experienced outside of the law, violence can also be seen in the act of spankings which in many places are legal, the act of a parent tearing a child's room apart in search or in response to a breaking of rules.

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As CYCP's, what might the Five Faces of Oppressions look like for children/youth we may work with? Please provide a real-world example or a hypothetical scenario for each of the five faces.

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As CYCP's, what might the Five Faces of Oppressions look like for children/youth we may work with? Please provide a real-world example or a hypothetical scenario for each of the five faces.

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As CYCP’S the five faces of oppression include exploitation, marginalization, powerlessness, cultural imperialism, and violence. All five faces of oppression represent a framework for examining oppression. Exploitation is where the result of labour in one social group are transferred to and benefits another social group.an example of this for children and youth are when they have to work for nothing, but it benefits the adults. Marginalization is where people see children and youth as not useful and will not use them or deny them of things. An example of this is when a young person lives by themselves but are too young to be able to provide money for themselves. Powerlessness is when you have no power. You can’t make your own decisions. An example of this is what school they are able to go to and what they eat. When you are young it is always about doing what parents say which creates powerlessness in children and youth. Cultural imperialism is when many things in society reinforce the perspective of a dominant group. This can include symbols, activities, and or meanings. When this happens, the dominant group makes invisible, stereotyped perspectives of the other groups.  An example of this is when a child or youth is told they are less then by other people because who they are or how old they are. Violence is attacks on members or social groups. This is to terrorize or humiliate them. An example of this is hitting a child because they made you upset and you want to punish them. As CYCP’s you will often be dealing with children and youth who may experience some of the five faces of oppression and it is very important to learn and help those through it as no one deserves to be oppressed no matter how old you are.
-Cassandra Mathers

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Exploitation
Defined by DeJong and Love (2005) as the process of the labor of one social group being transferred to the benefit of another social group.

An example from my work place is that the program I work for prides itself on helping children cope with behavioural difficulties and emotion dysregulation. The person who developed the program uses past clients during trainings to display the effectiveness of the program. She 'voluntells' the young people to disclose their history at the agency as a way to win people over in believing that the progam is effective. In this sense, the clients are being exploited because their progress from the program and the hard work they put in, is being disregarded and used as a way to make the program itself look good.

Marginalization
DeJong and Love (2005) refers to marginalization as the process when certain groups of people are "expelled" or denied participation in certain aspects of life (economic, social).

An example of this that we might encounter is a person or family of colour having experienced racism or oppression, which has caused them to experience difficulties keeping a job, moving up in a job, etc. We could also work with a child who identifies as trans, who is not given the same opportunity as their cis-gender peers (on a team, at school, etc.).

Powerlessness
DeJong and Love (2005) define powerlessness as individuals having limitations on participation in decision making that affects fundamental aspects of their life.

Children deal with feelings of powerlessness in many ways: being able to express themselves freely (gender expression, verbal expression, etc.). They may be forced to conform to societal norms and be given very little opportunity to have a real say in their life.

Cultural Imperialism
Defined by DeJong and Love (2005) as the process by which the dominant meanings of a society reinforce the perspective of a dominant group while undervaluing the perspectives of 'subordinate' groups.

We will likely experience this with many individuals who do not identify as white, cis-gendered, or heterosexual. These are just some examples of cultures that are deemed by society as being subordinate or less valued. Children or youth who are bullied, mocked, threatened, etc., because of how they look, where they come from, or how they identify will need support and advocacy from people in their lives. We can work with them to help them find their voice that is stolen from them, and lead them to feeling fulfilled and safe in a world that tries to tear them down.

Violence
DeJong and Love (2005) refers to violence as attacks against members of "targeted or subordinate social groups" with the primary motivation to damage, humiliate, terrorize and control them.

This type of oppression can be seen in so many areas of the work we do: childhood victimization (pain inflicted from an adult/person of power), families or children coming from places where war has/is occurring, victims of terrorist attacks, etc. It is critical that we are aware of the effects of violence as well as all other forms of oppression, and that we work within a trauma-informed/anti-oppressive framework.

- Annamaria Vetro

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As CYCPs we are going to be working with children that have had experiences with at least one of the five faces of oppression: exploitation, marginalization, powerlessness, cultural imperialism, and facing violence. Exploitation is when a child is being taken advantage of. For example, having a child commit a crime such as robbery because they won’t be tried as an adult. Marginalization can look like a child not being allowed to access education because their caregivers don’t want them to leave their house. Powerlessness can be when a child is not given a voice to speak up for themselves such as a child being sick and wanting medical care but their caregivers won’t let them access it because they don’t believe in medical care. Cultural imperialism can look like a child forgetting aspects of their culture because they do not have the opportunity to in the different culture, they are part of such as praying. Finally, children facing violence may be a child who joins a gang and participates in gang activities.

-Scott Trotman

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The article goes on to talk about the Five Faces of Oppression, which are exploitation, marginalization, powerlessness, cultural imperialism, and violence. Firstly, exploitation, the article describes it as one social group's labour comes at the benefit of another. When relating it to the real world the first thing that comes to mind is child workers in sweatshops, who are in horrible work conditions and may not even be getting paid. All because their labor is considered to be cheaper. However, the articles specifically bring up unpaid internships and I personally feel like that's a great example of subtle exploitation. The second face of oppression, marginalization, is explained in the article as young people not being able to participate in certain societies because of law restrictions. An example I thought of  is being under the age of 18 when you work at places like Mcdonald’s you don’t get paid minimum wage. When Mcdonald’s has the means to pay them minimum wage, and actively choose not too. The third being, powerlessness, which is having limitations on decision making. An example I thought of was how youth in high school might have to get their parents' signature to drop a class instead of being able to make that choice for themselves. The forth Face being,  cultural imperialism, and I personally feel like the example they used in the article is very relatable, as I feel like this is a problem many students can face. Children and youth are often told to just accept whatever the teacher says. Finally violence, when I think og violence the first thing that comes to mind is actually gun violence in Toronto because many of the youth at my placement have witnessed it at a young age.

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DeJong & J. Love (2005) describes the Five Faces of examining oppression as exploitation, marginalization, powerlessness, cultural imperialism, and violence. These five faces can be encountered with children or youth we work with. A well-known example is the residential school of the Indigenous community. They endured these five faces of oppression. Exploitation of their culture, forced by the Western population to strip their own identity because of their authority. DeJong & Love (2005) describe exploitation as popularity of one social group that is transferred to the benefit of another social group. Western culture benefited from exploitation of the Indigenous community to make their social group grander. Through these occurrences it marginalized them, making them feel powerless. In this example children and youth experienced violence within the residential school using physical force to be terrorized and instill fear in them by the adult figures. These five faces are important to recognize as Child and Youth practitioners because they can be applied to cases we may face in the future. In knowing these five faces we can protect children and youth we work with from oppression.

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This article defines oppression as the systematic subordination of younger people as a targeted group, who are likely to have little opportunity to exercise social power. This is related to lack of power in access to goods, services, and overall privileges of society. With understanding what oppression means for youth, we can further identify the five faces of oppression listed in this article as:  exploitation, marginalization, powerlessness, cultural imperialism, and violence. Each of these oppressions will look different for children/youth, but the effects of each will be largely impactful in their life. Exploitation is the process by which one social group is gaining the benefit of another social groups labor. Young people can experience exploitation in many ways, with an example being of those children/youth whose parents’ own business and are forced to work for the benefit of their parents, without being paid for their labor. This often happens to children from a very young age, and they are directly benefiting their parents’ wealth, without being properly compensated for their time and work. Marginalization refers to the process by young people being denied participation into the labor system as they are deemed not useful. This creates material deprivation and dependency among this age group. Marginalization also extends to race and can be seen as youth trying to apply for their first job and consistently getting denied based on their age. They are being restricted from working and supporting themselves. Powerlessness is when individuals experience restrictions or limitations in making decisions that affect the condition of their own lives. This is represented in many ways for youth, with one example being school curriculum. Essentially, until college youth are not able to have agency on what they learn in school and what courses they want to take. This strips the sense of self they might have and takes away their own desires for learning what they enjoy. Cultural imperialism occurs when the perspective of a dominant group of a society reinforces their beliefs over the perspectives of a subordinate group. Youth who are Indigenous experience this often, in which those around them promote their dominant meanings of society and do not condone other types of lifestyles or perspectives. Youth are then forced to abide by the dominant’s groups experience and representation of things, with their voice continuing to go unheard. Finally, violence refers to attacks against members of subordinate social groups. Youth experience this in many ways due to their age and lack of agency, which is examined in the article as to why CPS exists, as there is so much violence endured by this population. Parents have monopolized rights over their children, and this often looks like physical punishment, with the intent to harm or humiliate the child. This is a prime example of a way violence can be consistently experienced by youth.

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As CYCPs, we apply these faces of oppression as criteria for determining when individuals and communities or groups are oppressed to provide a useful lens through which to examine youth oppression. DeJong and Love (2005) refers to Exploitation as the process by which the results of the labor (usually material wealth or prestige) of one social group are transferred to the benefit of another social group. For example, throughout history, children have been exploited in the market economy for both their labor and their exclusion from the labor force. DeJong and Love (2005) refers to Marginalization as the process by which people, whom the labor system cannot or will not use, are expelled from or denied useful or productive participation in economic and social life, often resulting in material deprivation and dependency. For example, youth in care are marginalized by virtue of their developmental capacity, their lack of civil and economic rights, and their institutional regulation. As with all children in Canada, they are excluded from the labor market, but additionally, in care, they become transformed by association into a commodity of the system. DeJong and Love (2005) refers to Powerlessness as having restrictions or limitations on participation in making decisions that affect the conditions of one’s life and actions; lacking in authority, status, and sense of self; or having limited concrete opportunities to develop and exercise one’s capacities. Children's dependency status and their evolving capacity to assert their rights render them, as a social group, powerless. Not only do children lack participatory rights, but the very notion of children as rights bearers has been subject to considerable debate. DeJong and Love (2005) refers to Cultural imperialism as the process by which the dominant symbols, activities, or meanings of a society reinforce the perspective of a dominant group while making invisible, stereotyped, or marked as “other” the perspectives of subordinate or targeted groups. For example, Children experience cultural imperialism as a function of being part of an aggregate social group by age in an adult world. DeJong and Love (2005) refers to the face of violence as attacks against members of (targeted or subordinate) social groups and their property, with the primary motivation to damage, humiliate, terrorize, and control. For example, as CYCPs we help children in care who have experienced violence, loss, trauma, neglect and/or have physical or developmental disabilities which make them more vulnerable.
-Alexandra Bochan

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The Five Faces of Oppression are exploitation, marginalization, powerlessness, cultural imperialism, and violence. Exploitation is the process in which labour from one social group is transferred to the benefit of another social group (Dejong & Love, 2005). An example of exploitation is the use of volunteering and participating while not getting paid. This unpaid internship will help the workplace gain labour and workers in the company without needing to pay them. Using children and youth for their own benefit without needing to reward them. Marginalization is of the labour system not using or denied useful or productive participation within society (Dejong & Love, 2005). Within childhood and adolescents these youth are financially dependable to their parents and therefore marginalized. For example youth would be unable to work by law until a certain age, and even once they do work their parents would control the money being kept and used. The parents would be controlling the money even though it was the youth that earned it. Powerlessness is having restrictions on making decisions on their own life and actions (Dejong & Love, 2005). Young people experience powerlessness by not being able to make their own decisions, such as not being allowed to make a decision on what to eat, where to go to school, and who they can be with. Some parents also force their children to take a certain career path, such as they must be a doctor. Cultural imperialism is the process in which dominant groups of society stereotype the perspectives of subordinate or targeted groups (Dejong & Love, 2005). This can be shown within the workforce and in schools in which dominant figures such as teachers believe that they are dominant and the students are inferior to them. The teachers can do whatever they want because they are “older and more experienced” and therefore believe they are more dominant, so even if they are wrong they can still cause trouble for the students. Violence is the targeted attacks of social groups with the motivation of causing harm and damage (Dejong & Love, 2005). Young people experience violence such as abuse either physcial, mental, sexual, and emotional by family members, teachers, or parental figure. Racism is a huge example of how violence can be used to harm another social group, this can be shown through residential schools. Children were kidnapped and forced to go into residential schools and learn another language, and within these schools they were abused and mentally and physically scarred.

- Julia Borsella

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The parallels I can draw between social justice issues among young people and colonialism is that the connection between the two i find is lack of including everyone's perspectives on a matter for example in social justice issues among young people there is a lack of involving youth opinions in community programs and voting and focus majority on adult perspectives, in colonialism is to gain control of another country and not focusing on that countries perspectives and views which is similar to social justice issues among youth. As a CYCP's to begin implementing the SJE approach in practice to help mitigate the effects of these parallels i would include anti oppressive practice by doing so involves recognizing the oppression that an individual may be experiencing and recognizing the oppression within the society in order to provide the best care and support for individuals.
Dominique Serpa

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(1) Exploitation:
"Exploitation is the process by which the results of the labor (usually material wealth or prestige) of one social group are transferred to the benefit of another social group"
Real Life Example~
There is a tendency for youth to be used as a visual kind of 'showing off' in events of protest and advocacy. Children will be asked to show up in protests, perhaps make posters and signs. The adults will involve them in only this capacity for the show. They do not actually involve the youth or the children in their own advocacy protesting or have their voices actually listened to. However, having them seen to be a part of it gets the adults involved recognition and acknowledgement. This is exploitation because the results of the labour of the youth through participation are transferred to the benefit of the adults involved.

(2) Marginalization
"Marginalization refers to the process by which people, whom the labors system cannot or will not use, are expelled from or denied useful or productive participation in economic and social life, often resulting in material deprivation and dependency"
Real Life Example~
This sort of marginalization can be exemplified in the young lives of the Indigenous peoples in Canada. The deprivation of services, the discrimination of services in Reserves and off, the inability to voice -- or instead the immense friction placed between institutions and the young people's voices have for a long time marginalized them against their will. The residential schools and the stripping of lands and the Reserve agreements have resulted to an extent of material deprivation and dependency.

(3) Powerlessness
"Powerlessness refers to having restrictions or limitations on participation in making decisions that affect the conditions of one's life and actions; lacking in authority, status and sense of self or having limited concrete opportunities to develop and exercise one's capacities"
Real Life Example ~
Powerlessness is observed simply in the daily lives of young people, for many varying cultures. Often, children are not allowed or are discouraged from making decisions that impact their own daily lives, including what to eat, where to live, where to go to school, what curriculum to take, when they can marry, drive, vote, and whom they might socialize. Among other things, it is also decided for them who their guardian if they are in foster care. I wonder if they're actually allowed to say no and return to their group home, but even then, the state of their group home might be worse.

(4) Cultural Imperialism
"Cultural imperialism refers to the process by which the dominant symbols, activities, or meanings of a society reinforce the perspective of a dominant group while making invisible, the presumed universality and significance of the dominant group's experience, culture and religion."
It says in the reading "cultural imperialism posits adults as more complete than young people".
Real Life Example ~
There have been so many cases around the world where the career of a young person is decided by their guardian(s) and any other influential adult in their life. To even try to shift from the career chosen for them to the one that they want causes so much distress on the youth.

(5) Face of Violence
"Attacks against members of (targeted or subordinate social groups and their property, with the primary motivation to damage, humiliate, terrorize and control"
Real Life Example ~
Youth are radicalized in crime. It feeds the media. Often young offenders are sent to brutal institutions to serve for their crime or even go to "adult prison" when at their age and development, it is absolutely not appropriate. There should be more reinforcements, and a sense of separation and holistic approach because what they are doing only causes damage in the long-run as well, fostering violence in the present and the future.

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As CYCP's, what might the Five Faces of Oppressions look like for children/youth we may work with? Please provide a real-world example or a hypothetical scenario for each of the five faces.

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As CYCP's, what might the Five Faces of Oppressions look like for children/youth we may work with? Please provide a real-world example or a hypothetical scenario for each of the five faces.

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As CYCPs, we will engage with children who have faced at least one of the five faces of oppression: exploitation, marginalization, powerlessness, cultural imperialism, and violence. These five faces are critical for Child and Youth practitioners to recognize since they can be applied to future instances. Knowing these five faces allows us to safeguard the children and youth with whom we serve from oppression. When a youth is exploited, he or she is taken advantage of. Finally, a young person who joins a group and participates in gang activities may be a victim of violence. The article then discusses the Five Faces of Oppression: exploitation, marginalization, impotence, cultural imperialism, and violence. To begin, exploitation is defined in the article as the use of one social group's labor for the profit of another. However, the articles expressly mention unpaid internships, which I believe is a perfect example of subtle exploitation. The article defines the second aspect of oppression, marginalization, as young people being unable to engage in particular cultures due to legal constraints. Some of the young people with whom we contact are affected on a daily basis by cultural and violent forces; some are more vulnerable than others, but all are affected at some point. We see how adults utilize young people as tools for profit and exploitation, such as adolescent females who are easy prey for adults who compel them to do things they don't want and sexually exploit them. Powerless, This is something that many of the young children with whom we work experience since their voices are not heard.

Teniola Balogun

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The five forms of oppression we see under CYC are exploitation, marginalisation, powerlessness, and imperialism, culture, and violence.  Because of their culture or race, youth are forced to deal with these terrible conditions. Cultural and violent elements touch some of the young people with whom we contact on a regular basis; some are more vulnerable than others, but all are affected at some point. Exploitation is the process through which the products of one social group's labour are transferred to another social group, who then benefits from their efforts. Marginalization is the process of reducing the importance of or relegating one group or class of individuals to a secondary position. Powerlessness iis when people are denied the ability to make decisions that affect their life. Cultural imperialism  refers to the process through which dominating symbols, behaviors, or meanings in society reinforce a dominant group's worldview and become a stereotype or target. - Jorgina Okeny

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As CYCP's, what might the Five Faces of Oppressions look like for childrenyouth we may work with Please provide a real-world example or a hypothetical scenario for each of the five faces.