Oppression and privilege essay XXXXXXXXXXwords 45% Due Date: Sunday, June 16 th @ 11:55 pm In her book Lectures on Philosophy , Simone Weil wrote the following passage: “ Human beings are so made that...

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Introduction
Oppression is one of the greatest evils that human societies continue to experience in the 21st century. Oppression is a human practice of vandalizing the rights, dignity, integrity, self-esteem, and mental health of a specific group of people through the unfair use of authority and power. Racism, sexism, educational deprivation, social stratification, ill-treatment, psychosocial misconduct, and physical abuse include some of the commonly reported forms of oppressive practices by the majoritarian societies (Thompson, 2003, p. 32). Honest individuals consistently praise the oppressors who seldom realise their unjust practices against the stratified populations (Weil, 1978, p. 139). The staggering outcomes of the inhuman interventions drastically impact the overall well-being and quality of life of the oppressed people. However, oppressors and other unaffected people fail to understand the psychosocial and physical pains of the oppressed masses without compassionately empathising their emotional, psychosocial, and cognitive states. However, privilege is the invisible benefit that the dominant sections of the human societies continue to earn while sabotaging the rights of the weaker groups (Franks & Riedel, 2013). Privileges of the majoritarian sections survive through prejudice and imposition of structural constraints against the stigmatised people or groups. Privileges elevate the dependence level of weaker sections of the human society on the dominant groups. Both oppression and privilege lead to the marginalisation of subjugated populations. Transgender people or LGBTIQ community continue to experience homophobia and mistrust on the mainstream societies (IOM, 2011). LGBTIQ (lesbian, gay, bisexual, transgendered, Intersex, and Queered) community across the globe experience limited human rights and encounter, violence, harassment, discrimination, rejection, and oppression by the dominant societies (Harper & Schneider, 2003). The absence of unbiased public policies for the LGBTIQ masses leads to their socioeconomic and educational deprivation in today’s era of technological innovation. The presented essay critically analyses the oppression pattern of the LGBTIQ community against the liberty and privileges that the mainstream masses continue to enjoy and misuse without developing any concern for the safety, equality, human rights, education, housing, welfare, quality of life, and the overall survival for the stigmatised populations.
Literature Review
Research evidence reveals the absence of student organisations in the context of enhancing the education quality of the LGBTIQ community (Wimberly, 2015). Evidence-based literature emphasises the need for collecting research evidence and artefacts in the context of evaluating the educational issues and learning needs of LGBTIQ students. The assessment of the LGBTIQ community’s educational experience and academic fraternity perspectives is highly needed in the context of tracking the causative factors related to their educational deprivation. LGBTIQ students’ bullying at their educational institutions proves to be the biggest hindrance that not only disrupts their academic and co-cu
icular activities but also hampers their personal-development (Sandy & Ted, 2012). The development of mediation interventions by the school authorities is an attempt to counteract LGBTIQ students’ oppression inside academic institutions. Research evidence reveals the fragility of the achievements undertaken to mitigate LGBTIQ students’ issues and their stratification. The research findings advocate the need for deploying human services, educational interventions, criminal lawyers, and healthcare professionals in the context of improving the education level and the overall wellbeing of the LGBTIQ populations (Giardino & Sanborn, 2018). Evidence-based academic literature also advocates the requirement of self-education for the LGBTIQ community in the context of falsifying the commonly perceived notion related to their past experiences.
LGBTIQ youngsters continue to deal with home and shelter issues across Australian metropolitan locations (Oakley & Bletsas, 2018). The limited support services for the LGBTIQ community substantially elevate their vulnerability and social stigmatisation. Scarce residential options for LGBTIQ youngsters consistently challenge the establishment of safe and affordable housing facilities for their welfare and quality of life enhancement. Resultantly, LGBTIQ youngsters experience substantial marginalisation that eventually impacts their education quality and overall survival. The LGBTIQ people develop complex identities that the mainstream masses consistently analyse through their stereotypical perspectives. The LGBTIQ intersectionality and its inappropriate visualisation induce severe criticism among the mainstream people that eventually lead to the development of racial discrimination, classism, and sexism in human societies (Fish & Russell, 2018).
The strict national and international policies against transgender people not only deteriorate their human rights but also reduce their accessibility to the social justice system (Divan, Cortez, Smelyanskaya, & Keatley, 2016). Identification change procedures and their complex documentation requirements prove highly detrimental to the social establishment of the LGBTIQ people. Socioeconomic disempowerment of LGBTIQ masses reciprocates with their unemployment, limited education, and restricted health care facilities. The disrupted lifestyle and health-related quality of life of the LGBTIQ individuals substantially elevate the frequency of their chronic and contagious disease conditions. The unhealthy sexual practices and limited medical care of the LGBTIQ community elevate their predisposition towards sexually transmitted diseases, including HIV and AIDS (Divan et al., 2016). The nonconformance of the LGBTIQ community to gender-related social conventions provokes severe aggression among the mainstream groups who leave no room to spare the transgender masses from violence and aggression. Sociology norms in most countries do not facilitate proactive and preventive measures to minimise the frequency of mob violence against the LGBTIQ masses.
Evidence-based literature presents the context of the Australian schools’ cu
iculum that appears conducive to the victimisation and social exclusion of the LGBTIQ community (Holt, 2017). The biased educational infrastructure and educational norms in Australian schools lead to the psychosocial exploitation of LGBTIQ students. The peers, teachers, and other staff members exhibit stereotypical attitude against the LGBTIQ members and utilise uncivilised language while tarnishing their social identity and self-respect. Furthermore, the development of neo-liberal ideology in mainstream societies promotes social injustice for the LGBTIQ masses (Holt, 2017). The mainstream students and teachers in schools enjoy social and educational privileges without caring for the pain and agony experienced by the LGBTIQ...