AbstractAs Johnson (2006) describes, people often have a hard time coming to terms with privilege and oppression without feeling uncomfortable and sometimes even defensive. While discomfort may be part of learning new topics, especially those pertaining to inequality, this activity intends to diffuse some of that difficulty by getting students to apply concepts...
- Subject Area(s):
- Sex and Gender
- Resource Type(s):
- Class Activity
- Class Level(s):
- College 300
- Class Size(s):
Usage NotesThis activity is intended to get students to think critically about privilege and oppression and apply concepts from an out-of-class reading on privilege/intersectionality/the matrix of domination. Students will each receive a worksheet with a biography of a well-known individual. I test-ran the activity with students divided into small groups with each...
Learning Goals and Assessments
- Students will apply their knowledge of privilege and the matrix of domination to real world examples.
- Students will critically analyze their own position within the matrix of domination.
- Students will individually list ways in which a public figure does and does not have privilege on a sheet of paper that I collect at the end of the exercise.
- Students will be asked to write a brief reflection where they use the reading before class and the class activity to think about ways in which they have privilege and ways in which they do not have privilege. This reflection will be handed i