Rhetorical analysis revised

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In the present day, racism has become part of the norm, despite several people and institutions fighting it at all costs. Many people think racism only exists between the whites and blacks, which is not the case. People of other skin types are also subjected to this inhumane activity by people who have been brainwashed to think they are better (Cashman 600). Such attitudes are driven by stereotypes, media, and society including family traditions. Additionally, racism exists in different settings, schools, offices, shops among others. A good example of racism in school to people of color is shown in Tes (1) “Study Reveals Complaints Of Racism In Schools.” The purpose of the article is to assert the existence of racism in schools especially among Pasifika and Maori kids in primary schools through complaints that have been placed by over 1700 children. It is used to shed light on the stereotype that is on-going in schools and how it has affected their performance as well as the attitude of their schoolmates towards them. The audience for this article is teachers, children commissioners, government’s development of national education priorities, and the parents/general public. Additionally, the author uses logos technique to present his argument through the use of accurate figures and statistics. An example is when the author says 26% of the respondents liked going to school while 67% thought the school was okay (Tes 1). Some facts that are presented in the article is the stereotype placed on people of color, which is something that been in existence for a long time.

Since the focus of the article is racism in schools, the text is of a social context. The maligned students are beneficiaries of this article and, hopefully, the level of racism will decline because of this. However, it is a fail for the human rights and children commissioners’ department since a different source has revealed the vices. It may appear like they are not really doing their job.
A different study carried out by Radio New Zealand (1) narrows down to institutional racism, which reinforces the argument of the existence of racism in schools. The article is meant to address the existence of racism- institutional racism-in Canada that is mostly subtle and often thought to be non-existent. The author further explains the racism that has been driven by stereotypes from the teachers, who usually expect less from students of colour, especially on their behaviour. He adds that it is less likely to find a black student in the top ranks in GCSE, but they are more likely to be in trouble with the teacher (Radio New Zealand 1). The author hopes to create more awareness on the existence of racism to schools, teachers, and parents. The audiences are human rights and equality activists, teachers, students, institutions as well as other researchers. Apart from that, we see that the author employed logos technique in the article since he used a researcher to talk about the existence of racism. The interviewee is a director at the University of Birmingham for the Centre for Research in Education and Race. Some facts that are presented in this argument are the existence of stereotypes towards minority groups among teachers, only that they may not be cognisant of it. He further explains that it is something learned right from the early stages and thereafter reinforced through different platforms. Another fact drawn from this is the vast amount of expectations placed on Chinese students from their tutors (Lee, Jennifer and Min Zhou 2320) while the black kids are only likely to be disciplined.
The article’s context is cultural as it addresses racism in schools, hence education. It addresses the issues of the minority population in schools like the blacks and Asians who are the people commonly subjected to racism. Since no specific institutions have been addressed, there are minor losses for the institutions but a huge gain for the minorities. It is an advantage to them because the existence of racism has been brought to view.
To wind up, Corine Segal and Ivette Feliciano’s article ‘These conversations are not comfortable’ — How colleges can address racial inequality” is an article that is meant to help colleges facing racial conflicts find a viable solution. It talks about the source of the racial tension on college campuses and how institutions with a larger population of whites can work for the benefit of all students regardless of their race. It also highlights the arguments that have been there concerning racism in relation to education and freedom of speech. The targeted audience for this article is the college systems that have faced racial problems. Ethos appeal is the technique used by the authors to argue out their opinions, even from the title. One fact that can be drawn from the article is that most institutions were not built with people of colour in mind. What is more is many college institutions face the racism problem hence the formation of Vice Provost for Equity and Inclusion dockets in most institutions to fight the racism problem. These facts shed light on the severity of the problems and steps taken to deal with them. Moreover, the articles are based on social context-education. The article has its interests on college students, specifically those from different racial backgrounds. They are also the benefactors because an end to racism through equality and inclusion of the minority group will definitely create a better learning environment and relationships among people of the different races.
Lastly, the first article does not provide substantial evidence/ factual figures on the cases concerning racism that has existed in the past. It might lead to misleading assumptions on the intensity and severity of the matter being addressed. Additionally, the proposed solutions do not have evidence of their success in any other institution. To rectify this, I would do more ground research to get the actual results that will lead to better solution formation, planning, and execution. To wind up, Radio New Zealand’s has shortcomings of the articles is that their focus is not two groups, the Maori and Pasifika, leaving out other minority groups like blacks who are equally affected by racism. To correct this, I would do a wholesome research on the racism that exists in schools especially on the minority groups inclusive of Chinese, Blacks, and Asians among others. This will help in identification of the teacher’s general behavioural patterns towards people of colour and a viable solution afterward. Lastly, Tes’s article, however profound, is not able to provide tangible evidence to act as proof of the arguments. This is because human behaviour has complicated patterns that easily change especially when they realize someone is monitoring them. A solution to this would be to investigate the behaviour of different people through recording, over a long period of time.
On racism in the society/workplaces, Princess Weekes article, “Mother of Young H&M Model Tells People To “Get Over It” & “Stop Crying Wolf” best argues out this idea. Its’ aim is to bring out the inconsiderateness of H&M especially in marketing their products. The author presents that H&M may, to some extent, be racist because the design, in relation to the person doing the advert, could not have passed the eye of a marketer belonging to the people of colour. She further emphasizes to the reader that the problem lies not on the product or the company, but the way it was presented and marketed to the public. This article is directed to the general public, seeing as the company produces a variety of clothing for people of various ages and colour. Despite that, it has some subtle but aggressive address to people of colour, to make them aware of the company’s insensitivity. The author uses pathos to present her argument through the use of strong words to emphasize her points. An example is “…Comparing black people to monkeys is something that has a long and painful history, regardless of anyone’s personal opinion. It is a shame that this young child is being brought into this conversation…” These are just but reinforcements to the racism that has existed long before, meaning they were only worsening a situation, even with lack of a diverse employee setting. The article’s context is social because it addresses the users of the product and how they are affected by it, and historical platform- the existence of racism in the past. It serves the interest of the buyers of H&M products and the people of color as they alert them to the racism and insensitivity of the clothing store. Further, it is clear that H&M is on the losing side since they are on the wrong-racism. The customer will most definitely survive without their products; they are not basic needs neither is the company a monopoly. The customers may choose to boycott the products and buy from other brands; hence the company is likely to suffer a huge loss.
On another note, some loopholes are seen in the article like lack of factual information on the employees. The marketing technique is racist, but we cannot prove that their employees are not people of color because it made ways to the stores. This can be solved through adequate research on the employee demographics as well as the mode of appraisal before the product gets to the final consumer.
Works Cited
Cashman, Laura. “New label no progress: institutional racism and the persistent segregation of Romani students in the Czech Republic.” Race Ethnicity and Education 20.5 (2017): 595-608.
Lee, Jennifer, and Min Zhou. “Why class matters less for Asian-American academic achievement.” Journal of Ethnic and Migration Studies 43.14 (2017): 2316-2330.
“Study Reveals Complaints Of Racism In Schools.” Radio New Zealand, 2018, https://www.radionz.co.nz/news/national/349286/study-reveals-complaints-of-racism-in-schools.
“TES Talks To…David Gillborn.” Tes, 2018, https://www.google.com/amp/s/www.tes.com/news/school-news/breaking-views/tes-talks-todavid-gillborn%3famp.