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3.6 ‘Racialisation’ and racism

Section 1 made the point that attributing fixed ‘differences’ to particular groups can be seen as an exercise of power, by which certain people are defined as ‘other’, and usually as inferior. ‘Racialisation’ can be described as the process by which people are defined according to apparent differences of skin colour, national origin or other attributes, and positioned as different from the (usually white) majority.

The following series of linked activities gives you an oppor
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2.7.4 Identities are contextual and interactional

Different identities assume greater or less importance, and play different roles, in different contexts and settings, and in interactions with different people. Different aspects of people’s identity may come to the fore in the workplace and in the home, for example, while people might emphasise different aspects of themselves to different people (and different people may see different identities when they meet them).


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Learning outcomes

After studying this course, you should be able to:

  • demonstrate an understanding of the difficult decisions that need to be taken to improve the quality of interpersonal relationships in health and social care contexts

  • appreciate key moral dilemmas in the provision, delivery and management of health and social care services

  • identify ways in which boundaries can be respected in situations where intimate care is being given.


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1.3 The five giants

At this point let us examine the idea of the ‘five giants’ (Want, Ignorance, Disease, Squalor and Idleness). Beveridge, remember, was not just writing about income protection; he had a vision of social reconstruction and social progress. The five giants represented the key areas of need for all of us – the areas where we should pool resources to tackle our needs collectively (see the box below).

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1.3.3 Change on a daily basis: shared care for the elderly

In the case of Mr Bright care is shared between his wife and formal carers and changes in the place of care are primarily to give Mrs Bright a break and Mr Bright a change of scene.

Click below to hear an audio clip describing a day in the life of Mr and Mrs Bright.

1.3.1 The impact of surroundings

Thinking about attachment to places leads us to think about just the opposite: how do people feel when they have to change places and move from one situation to another? Some people are always on the move while others seem to stay put for long periods of their lives. For children and adults receiving care services moving between places may be a common occurrence.

These moves may be:

  • daily, part of a shared pattern of care where a person
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

Grateful acknowledgement is made to the following sources for permission to reproduce material in this course:

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Acknowledgements
This unit is taken from Ouverture, a language course that concentrates on French as a tool for communication, but it also provides some insights into French society and culture through authentic printed, audio and video materials. It will be of interest to all those who want to improve their language skills in order to communicate more easily and effectively in French. This unit focuses on the French on holiday.
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Learning outcomes
This unit is taken from Ouverture, a language course that concentrates on French as a tool for communication, but it also provides some insights into French society and culture through authentic printed, audio and video materials. It will be of interest to all those who want to improve their language skills in order to communicate more easily and effectively in French. This unit focuses on the French on holiday.
Author(s): The Open University

License information
Related content

Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Acknowledgements
This is the second unit taken from Ouverture, a language course that concentrates on French as a tool for communication, but it also provides some insights into French society and culture through authentic printed, audio and video materials. It will be of interest to all those who want to improve their language skills in order to communicate more easily and effectively in French. This unit focuses on the French national holiday of 14 July which commemorates the storming of the Bastille prison (l
Author(s): The Open University

License information
Related content

Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Learning outcomes
This is the second unit taken from Ouverture, a language course that concentrates on French as a tool for communication, but it also provides some insights into French society and culture through authentic printed, audio and video materials. It will be of interest to all those who want to improve their language skills in order to communicate more easily and effectively in French. This unit focuses on the French national holiday of 14 July which commemorates the storming of the Bastille prison (l
Author(s): The Open University

License information
Related content

Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

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