Deconstructing Privilege- Bonner SLI 2009


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Deconstructing Privilege workshop presented by Valerie Rudolph and Sarah Ryan from DePauw University during the Bonner Summer Leadership Institute at Stetson University, June 2009

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Deconstructing Privilege- Bonner SLI 2009

  1. 1. Presented by Sarah Ryan& Valerie Rudolph DePauw University Bonner Summer Leadership Institute 2009
  2. 2.  You will consider your own agent and target group memberships.  You will have a better understanding of how your group memberships may affect your interactions with students.  You will be able to think more deeply about inclusion and how to incorporate this into your work on campus.
  3. 3. Social Justice is both a Goal and a Process You may be asking… what the heck does THAT mean?
  4. 4.  Full and Equal participation of ALL groups in a society that is mutually shaped to meet their needs  Distribution of resources is equitable  All members of the society are physically & psychologically safe and secure  Individuals are both self-determining and interdependent  They have a sense of their own agency and social responsibility
  5. 5.  Democratic & participatory  Inclusive  Affirming of human agency  Affirming of human capacities for working collaboratively to create change  “Power with” not “Power over”
  6. 6.  “Social” identity  Refers simply to a social category where a set of persons are labeled and distinguished by rules determining membership and characteristic features or attributes  “Personal” identity  Refers to some specific characteristic(s) that a person takes a special pride in or views as socially consequential
  7. 7.  “Unearned Advantage”  Things of value that all people should have, but are restricted to certain groups  “Conferred Dominance”  Giving one group power over another group
  8. 8.  How long did it take you to get an idea of your cards value?  What were the signals you received?  How did you treat those with higher card values? Lower card values?  How realistic is this activity?  How does this relate to other issues of identity and privilege?  Have you treated others unjustly based on an initial, surface-level impression?  How have you been treated differently based upon someone else’s perceptions?
  9. 9.  Invite everyone to share a time when they felt “different” from others in a group.  What ideas come to mind when you first read through the different groups?  Where do our stereotypes come from? How do we check those stereotypes?  How do these identities impact students on your campus and working in your community?  What do you bring with you based on your own identities?  How are others seeing you in group situations?  How do your identities impact your work with students?  How conscious are you of how your identities impact others?
  10. 10.  Name one item that stood out to you most. Why?  What surprised you?  What have you seen or experienced yourself?  What are some other things folks with privilege take for granted?  What are some other things marginalized folks have to deal with?
  11. 11.  What are your initial reactions to this article?  Why do we like to put people in categories?  What are the problems with putting labels on others?  What are the issues with a binary system?  Why do you think it is still widely accepted to use sexually discriminating language, but not racial?  What makes breast augmentation surgery so mainstream when “shaving an Adam’s apple” or “sprouting chest hair” is something people struggle accepting?
  12. 12. Social Justice Ally Identity Development  Aspiring Ally for Self-Interest  Primarily concerned about someone they know  Does not confront oppressive behavior consistently  Generally see the world as fair & just  Cannot see the systemic nature of oppression  Enjoys the “rescuer” or “hero” role  Although acting in good faith, often perpetuates the system of oppression
  13. 13. Social Justice Ally Identity Development  Aspiring Ally for Altruism  More aware of privileged status, but guilt becomes primary motivator  Focus on other members from agent group as the real perpetrators, thus distancing themselves  May become defensive when confronted with their own oppressive behavior or socialization  Paternalistic approach keeps marginalized groups as disempowered “victims”
  14. 14. Social Justice Ally Identity Development  Ally for Social Justice  Work with those from marginalized groups  Recognize that ALL are harmed by oppression, but by no means in the same way  Are allies to issues, not individuals  Develop ways to hold themselves accountable, welcome constructive criticism, & accept responsibility  Connects with all persons to fight oppression
  15. 15. Be an Ally for Social Justice  (Adapted from Paul Kivel’s basic tactics for white allies in Uprooting Racism)  Assume oppression is everywhere, everyday.  Notice who is the center of attention & who is the center of power  Notice how oppression is denied, minimized, and justified  Understand & learn from the history of oppression  Understand the connections between racism, economic issues, sexism, heterosexism, ableism, ageism and other forms of injustice
  16. 16. Be an Ally for Social Justice (cont.)  Take a stand against injustice  Be strategic  Don’t confuse the battle with the war  Don’t call names or be personally abusive  Support the leadership of people from marginalized groups  Don’t do it alone  Talk with your children and other young people about oppression
  17. 17.  Adams, Maurianne, Lee Anne Bell, and Pat Griffin, eds. Teaching for Diversity and Social Justice. 2nd ed. New York: Routledge, 2007.  Adams, Maurianne, Warren J. Blumenfeld, Rosie Castaneda, Heather W. Hackman, Madeline L. Peters, and Ximena Zuniga, eds. Readings for Diversity and Social Justice. New York: Routledge, 2000.  Edwards, Keith E. “Aspiring Social Justice Ally Development: A Conceptual Model.” NASPA Journal 43.4 (2006): 39-60.
  18. 18.  Fearon, James D. “What is Identity (As We Now Use the Word)?” Stanford University. 28 May 2009  Johnson, Allan G. Privilege, Power, and Difference. Boston: McGraw-Hill, 2006.  Kimmel, Michael S. and Abby L. Ferber, eds. Privilege: A Reader. Boulder: Westview, 2003.  Kivel, Paul. Uprooting Racism: How White People Can Work For Racial Justice. Gabriola Island BC: New Society Publishers, 1995
  19. 19. Resources (cont.)  McIntosh, Peggy. “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies.” 1988  “Social Justice Resource Project.” ACPA: College Student Educators International. 28 May 2009 source_project.pdf