Global Issue Interactive Presentation

Privilege & White Privilege

Global Issue Interactive Presentation

Gabrielle Kuzio EDU 524 Dr. Faullk

Start

3- Resources

1- Introduction (Article)

2- Activity

index

6- References

5- Reflection

4- Assessment

WHITE PRIVILEGE

https://www.rd.com/article/what-is-white-privilege/

resources

- THE TEACHER SHOULD STRUCTURE THE ROOM AND DESKS TO EMPHASIZE THE GOAL OF NOTICEABLE PRIVILEGE - WASTE PAPER BASKET - PAPER BALLS - DEFINITIONS FOR PRIVILEGE IN TERMS OF: education, gender and sexuality, socio-economic status, race, religion, and country of origin. - LAPTOPS

01

Activity

ASSESSMENT

INFORMAL: DISCUSSION ON PRIVILEGE AND ANYTHING THAT WAS SURPRISING FORMAL: STUDENTS WILL WRITE ABOUT THEIR UNIQUE PRIVILEGES. THEY WILL EXAMINE THEIR OWN LIVES AND PROVIDE EXAMPLES OF KNOWN AND UNKNOWN PRIVILEGES.

REFLECTION

A collaborative activity provides a relevant learning experience for a real-world issue. Students of any age can really partake in this learning activity. The teacher can modify the discussions to make sure age-appropriate conversations are taking place, but the students can still understand privilege and how things out of our control, such as gender, sexual orientation, race and ethnicity, can allow us certain privileges. By allowing students to research, work together and discuss these “hard” topics we can help students to prepare for the real world. In order for this activity to be done properly it is imperative that the teacher assess their own personal bias. If a personal bias is implied or shared, it can impact the entire purpose of the activity in a negative way and not allow for students to feel safe and does not create a learning environment for all students to be welcomed. If the activity is done efficiently and ethically, students will be able to better understand how America is designed and how certain opportunities are available to certain individuals based on privileges they may or may not be born into. This can help students to be more empathetic in all aspects of life. This can also help when students leave public schools and go out into the world as global citizens. When students are aware of the ways in which different people and cultures are similar and different, they can incorporate cultural, racial, and linguistic differences to encourage academic success and create more diverse learning environments (Keengwe, 2018).

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REFERENCES

Keengwe, J. (2018, October 24). Globalization, Digital Technology, and Teacher Education in the United States. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.366 Michael, M. (2017) Privilege and empathy : The waste-paper basket lesson (grades 7-12), Morgane Michael. Available at: https://morganemichael.com/for-educators/middle-school-resources-grades-6-8/privilege-and-empathy-lesson-how-your-socio-economic-position-impacts-how-well-you-do/ Segal, J. (2022) What exactly is white privilege?, Reader’s Digest. Available at: https://www.rd.com/article/what-is-white-privilege/

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