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Deconstructing Privilege: Teaching and Learning as Allies in the Classroom

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Kim A. Case at University of Houston - Clear Lake
Kim A. Case
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Abstract

Although scholarly examinations of privilege have increased in recent decades, an emphasis on privilege studies pedagogy remains lacking within institutions. This edited collection explores best practices for effective teaching and learning about various forms of systemic group privilege such as that based on race, gender, sexuality, religion, and class. Formatted in three easy-to-follow sections, Deconstructing Privilege charts the history of privilege studies and provides intersectional approaches to the topic. Drawing on a wealth of research and real-life accounts, this book gives educators both the theoretical foundations they need to address issues of privilege in the classroom and practical ways to forge new paths for critical dialogues in educational settings. Combining interdisciplinary contributions from leading experts in the field-- such as Tim Wise and Abby Ferber-- with pedagogical strategies and tips for teaching about privilege, Deconstructing Privilege is an essential book for any educator who wants to address what privilege really means in the classroom. https://www.routledge.com/products/9780415641463
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DECONSTRUCTING PRIVILEGE:
TEACHING AND LEARNING AS ALLIES IN THE CLASSROOM
Edited by Kim Case, Ph.D.
Foreword: Teaching about Privilege: Transforming Learned Ignorance into Usable Knowledge
Peggy McIntosh
Introduction
1 Beyond Diversity and Whiteness: Developing a Transformative and Intersectional
Model of Privilege Studies Pedagogy
Kim Case
Part I: Transformative Pedagogy: Teaching and Learning about Privilege
2 Pedagogy for the Privileged: Addressing Inequality and Injustice without Shame or Blame
Tim Wise, Kim Case
3 Deconstructing Privilege When Students Resist: The Journey Back into the Community of Engaged Learners
Kim Case, Elizabeth Cole
4 Teaching Social Justice Ally Development among Privileged Students
Paul Perrin, Sriya Bhattacharyya, Daniel Snipes, Rebecca Hubbard, Martin Heesacker, Jenna Calton, Ruperto
Perez, Jill Lee-Barber
5 “Colorblindness is the New Racism:” Raising Awareness about Privilege Using Color Insight
Margalynne Armstrong, Stephanie Wildman
Part II: Intersectional Privilege Studies Pedagogy
6 Teaching Privilege through an Intersectional Lens
Abby Ferber, Andrea O’Reilly Herrera
7 Intersectionality and Paradigms of Privilege: Teaching for Social Change
Cerri Banks, Susan Pliner, Morgan Hopkins
8 Recognizing Privilege by Reducing Invisibility: The Global Feminisms Project as a Pedagogical Tool
Desdamona Rios, Abigail Stewart
9 Intergroup Dialogue Pedagogy: Teaching about Intersectional and Under-examined Privilege in Heterosexual,
Christian, and Jewish Identities
Adrienne Dessel, Johanna Masse, Lauren Walker
Part III: Privilege in the Classroom: Strategies and Applications
10 Are We Queer Yet? Addressing Heterosexual and Gender-Conforming Privilege
Markie Blumer, Mary Green, Nicole Thomte, Parris Green
11 Class Action: Using Experiential Learning to Raise Awareness of Social Class Privilege
Wendy R. Williams, Kala Melchiori
12 Teaching the Taboo: Walking the Tightrope of Christian Privilege
Kim Case, Mike McMullen, Beth Hentges
13 Blazing the Trail: Teaching the Privileged about Privilege
Lisa Platt
... Attention to identity privileges-primarily racial-as historically invisible reinforcers of oppression has mostly come from social psychologists, sociologists, educators, counselors, and rarely from clinical psychologists (Lewis, 2004;Watt, 2007;Pinterits et al., 2009;Todd et al., 2011; Frontiers in Psychology 02 frontiersin.org 2012; Case et al., 2013;Goodman, 2015;Littleford and Jones, 2017;Johnson, 2018). This literature reveals a lack of clarity in how the term "social privilege" is defined and used as a broader construct that could unify anti-oppressive discourse and practice across academic and professional areas of the field. ...
... These new guidelines represent the first time the APA as an organization has mentioned or endorsed the inclusion of privilege and power in research, education, and practice. The foundational work of scholars, such as McIntosh (1989), Tatum (1997), Helms (1984Helms ( , 2017, Liu (2011), Spanierman and Smith (2017), Goodman et al. (2004), Goodman (2015), Case and Cole (2013), and Case (2012Case ( , 2017 suggest it is critical for psychologists to begin reflecting on their social privilege awareness to provide ethical and multiculturally competent treatment and services. The American Psychological Association (2017) further encourages not only a self-reflective process in alignment with these authors, but also a broader understanding of the forces of privilege and oppression that operate at large. ...
... Thus, the benefit of articulating a developmental process of social privilege more broadly is increased accessibility and application to any identity domain with less risk of essentializing a group or of pinning an individual to a distinct process when they might resonate with a more diffuse process. Case and Cole (2013) directly addressed the struggle with resistance to privilege that many educators face by encouraging attention to alternative privileged identity domains to facilitate reflection and progress. Second, this model acknowledges the effortful intrapsychic process that accompanies linking oppression to social privilege. ...
Before allyship: A model of integrating awareness of a privileged social identity
Article
Full-text available
  • Dec 2022
Introduction Although the American Psychological Association encourages clinical psychologists to recognize and understand the experience of social privilege both within themselves and the individuals and communities they serve, there is a dearth of research in the field to guide this pursuit. According to the available literature, an essential barrier to social privilege integration is its implicit and covert nature that prevents consistent consciousness due to hegemonic forces. Methods This study explored the process, from initial social privilege awareness to the moment of the study, through individual interviews. A social-constructivist, grounded theory approach was utilized as it was aligned with the understudied phenomena oriented around social justice. Results The result is a developmental model of social privilege integration that explicates accumulated exposures to privilege, the resultant threat to and protection of personal identity, and the conducive factors that lead to reconciliation. Discussion Implications of this theoretical model include the importance of a developmental perspective to cultivate an understanding of individual prejudice attitudes and discriminatory behaviors, as well as a roadmap toward equitable change. This model may be used by clinical psychologists across multiple settings in response to the most recent APA multicultural guidelines.
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... Within intersectionality theory, an individual has multiple intersecting identities. These identities are informed by group memberships such as gender, class, race, sexuality, ethnicity, ability, religion, nativity, gender identity, and more (Case, 2013). ...
... individualistic United States society. Meritocracy assumes that success and material possession results from an individual's hard work and initiative within a fair and just society, and thus all privilege is attributed to one's own hard work (Case, 2013 Immigrants have described their experiences of loss and disruption, which is magnified when they are visible minorities in their receiving country (Abbott, Wong, Williams, Au, & Young, 2005). Indepth studies with immigrant men and women reported that almost all initial interactions they had with members of the dominant group were experienced as condescending with messages of superiority and discrimination (Muwanguzi & Musambira, 2012). ...
Human Behavior and the Social Environment II
Book
  • May 2020
These materials will help students and instructors alike explore human behavior and how it is shaped and impacted by both traditional and non-traditional paradigms. This text will also support the reader in having a deeper understanding of how the environment, in all of its complexity, can affect individuals, families, groups, and communities. It is my hope that the information contained in this book will help you, as a future social worker, approach client systems with empathy, understanding, and a compassionate curiosity that allows for comprehensive assessment, individualized approaches to treatment, and continuity of care. Content in his book is adapted was from • Kennedy, Vera. (2018). Beyond race: cultural influences on human social life. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License • “Beyond Race: Cultural Influences on Human Social Life” by Vera Kennedy under the license CC BY-NC-SA 4.0. • Social Problems by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. • Introduction to Women, Gender, Sexuality Studies by Miliann Kang, Donovan Lessard, Laura Heston, Sonny Nordmarken is licensed under a Creative Commons Attribution 4.0 International License, • Principles of Social Psychology by University of Minnesota under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, • McAdams, D. P. (2019). Self and identity. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from http://noba.to/3gsuardw. Self and Identity by Dan P. McAdams is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. • Immigrant and Refugee Families, 2nd Ed. by Jaime Ballard, Elizabeth Wieling, Catherine Solheim, and Lekie Dwanyen is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
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Gendered Voices in The Bell Jar and The Perks of Being a Wallflower: A Comparative Reading
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  • Dec 2022
This article examines the effects of the heteronormative gender binary construct on identity formation, by offering a comparative reading of Sylvia Plath’s The Bell Jar (1963) and Stephen Chbosky’s The Perks of Being a Wallflower (1999). With a focus on the respective protagonists, Esther and Charlie, the reading analyzes the characters’ deviances from social constructs, and the subsequent punishments and effects on their behaviors. The present paper seeks to demonstrate how rigid social constructs undermine the complexity of the human experience, as exemplified by the two novels, and for which they remain relevant contributions to the larger present-day gender debate.
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Christian privilege and experiences of oppression among people with a non-Christian background in Northern Ireland.
Article
Full-text available
  • Jun 2024
The article aimed to provide insight into how people with a non-Christian background experience Christian privilege in Northern Ireland (NI) and to consider implications for the counseling profession. The current qualitative study was located in a transformative paradigm; it intended to advance a social justice agenda in counseling. Data were collected in five mini focus groups and one individual interview from 15 participants with a non-Christian background. Braun and Clarke’s (2006) reflexive thematic analysis (TA) was used to analyze the data, focusing on semantic level content. Analysis of data led to one overarching theme and five related themes. The overarching theme Outsiders captured how non-Christian participants often experienced the normalization of Christianity as the dominant worldview as oppression; they frequently felt they were treated as strangers who did not belong. Related themes included: Systemic Invisibility, Different and Alienated, Treated as an Enemy, Demeaned, Attacked, and Under Threat, and Attempts to Force Religious Conformity. The urgent need for the counseling profession in Christian hegemonic societies to critically engage with the phenomenon of Christian privilege was discussed.
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Voreingenommenheit, Vorurteile und Scham in der prädiktiven Polizeiarbeit: Aktueller Stand der Technik und mögliche Interventionen
Chapter
Full-text available
  • Apr 2024
Dieses Kapitel befasst sich mit Vorurteilen, Voreingenommenheiten und Scham im Kontext der vorhersagenden Polizeiarbeit. „Predictive Policing“ in der Kriminalprävention und Kriminalwissenschaft hat in den letzten Jahren an Bedeutung gewonnen und ist in einigen soziokulturellen Kontexten zu einer bevorzugten Technik geworden, um Straftaten zu verhindern und potenzielle Verdächtige und Opfer aufzuspüren, bevor die Straftat geschieht. Bei der vorhersagenden Polizeiarbeit werden spezielle Computerprogramme, Algorithmen und Big Data eingesetzt. Kritische Stimmen haben darauf hingewiesen, dass diese Programme in hohem Maße vorurteilsbeladen sind, insbesondere gegenüber Angehörigen von Minderheitengruppen. Es wird angenommen, dass solche Programme Tatorte auf der Grundlage rassistischer, geschlechtsspezifischer und stigmatisierender Kategorien vorhersagen, die in früheren Datensätzen und Programmierungsfehlern gefunden wurden. Von Computerprogrammen als potenzielle*r Täter*innen oder potenzielles Opfer eingestuft zu werden – sei es durch persönliche Zuschreibung oder aufgrund des Tatorts – kann bei der betreffenden Person Scham hervorrufen. Frühere Forschungen haben gezeigt, dass sich Scham oft negativ auf das Individuum auswirkt. Sie kann jedoch auch positiv sein, wenn sie als „reintegrative Scham“ verstanden wird oder wenn sie in Richtung persönliches Wachstum und Entwicklung transformiert werden kann. Ziel dieses Kapitels ist es, über die Zusammenhänge der beschriebenen Konzepte im spezifischen Kontext nachzudenken, eine moderne Intervention vorzustellen und auf der Grundlage der gezogenen Schlussfolgerungen über einen möglichen Weg in die Zukunft nachzudenken.
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Une Histoire de la Pédagogie Critique et des Études Critiques en Éducation
Article
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  • Jan 2024
Cet article se donne pour objectif d’étudier la pédagogie critique et les théories critiques en éducation, en particulier depuis son émergence aux Etats-Unis à partir du début des années 1980. Nous soulignerons en particulier l’importance qu’a tenu l’oeuvre de Paulo Freire dans cette histoire. Nous distinguerons trois grandes étapes. La première est celle des années 1980 marquée par l’influence de la théorie critique de l’école de Francfort. La deuxième période est celle à partir des années 1990 caractérisée par les problématiques postmodernes et multiculturalistes. Pour cette séquence, on accorde une attention particulière à l’oeuvre pédagogique de bell hooks. Enfin, il est possible de distinguer une troisième période caractérisée par l’émergence de l’intersectionnalité et de la pensée décoloniale latino-américaine. Cette histoire de la pédagogie critique est marquée par des circulations intellectuelles entre l’aire anglophone et les aires de langues ibériques (espagnol et portugais), tandis que l’aire linguistique francophone reste largement extérieure à ces approches.
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Youth as Teaching Professionals
Chapter
  • Nov 2023
‘Teacher as professional’ has broader underpinning knowledge for practice. It is a profession that lies at the heart of social and economic development of a nation and is crucial in transmitting values and culture of that of equality and respect. However, latest reports from across the world show a steep decline in youth participating in teaching. This continues to become a matter of pressing concern as more practicing teachers are approaching their age of retirement. UNESCO estimated that the world needs almost 69 million new teachers to reach the 2030 education goals. Therefore, this chapter discusses the evolving roles a teacher has to play in the changing settings. An overview of topics such as reflective practice, theories and pedagogies in education, inclusive classrooms, teaching for social justice, and culturally-relevant pedagogy are provided. There is a session that discusses the need to promote subject-specific capital to the students as an effective means of enriching learning. The chapter ends with a few recommendations for policy makers and social scientists in making teaching an attractive profession.
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