and intentional outcome of the seemingly powerful to splinter their community. Additionally, the residents view their situation as gathering very little support among those outside of the community.
An encompassing term, structural violence is the theory that social systems and institutions can work on a macro-scale to impair individual’s from basic needs and dignities (Farmer et al. 2004). Racism is seen as a social institutional that harms a specific population, increases vulnerabilities, and marginalizes people from societal benefits (Farmer et al. 2004). These structural forces often are transparent due to our desensitization to their effects (Farmer et al. 2004). Structural violence is entrenched in our contemporary operational systems. Structural violence is seen in this project as the health of the residents of Mitchell Heights can be viewed as a product of colonialism, historical racism, and classism.
Based on the work of Paulo Freire in the realm of education, Freirean theory promotes that for freedom from oppression to occur, the oppressed must be given value and play a role in securing their own liberation (Smith-Maddox and Solórzano 2002). In essence, the oppressed must “wake-up” to their situation and develop the inner means to question and critique the dominant culture. Instilling value and awareness, through education and critical reflection, into the oppressed is the means to stir them to action (Smith-Maddox and Solórzano 2002). Student need to become partners in learning as opposed to an object that instead passively engages in learning (Smith-Maddox and Solórzano 2002). This project concludes with recommendations that encourage a participatory relationship between residents and governmental officials. Building off the basic beliefs of Freire, the Mitchell