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Transcript

Chosen based on topic of: Impact on students when teachers do not enact culturally responsive pedagogy.

Teaching From Privilege: Reflections From White Female Instructors

Let's unpack privilege

‘It is an unearned advantage that benefits the recipient, while excluding or even harming those less advantaged. It is a status that often exists outside of the consciousness of the person possessing it’

Beyond telling stories of privilege and oppression, instructors need to model for students how to take action, starting with our own classrooms. We do a disservice to our students when we teach about injustice in the world, without noticing the ways in which social inequities affect what happens within our classrooms.

Advocating for Justice

.When we teach from sources of privilege, we must ensure that our students get access to stories from the perspectives of people who have been oppressed.

Decentering Our stories

When instructors acknowledge the complexity of their social locations, including sources of privilege, they model for students a way to explore their own relationship to social power.

Connecting Students with Privilege

Teaching from a Place of Privilege

Assumptions about Social Location

‘One manifestation of privilege is the communication of what is “normal” . If we make assumptions about our students, we will miss the diversity present in our classrooms. For students from marginalized backgrounds, we risk silencing their voices, invalidating their experiences, and unintentionally labeling them “abnormal."’- (Davis et al, 2015)

One assignment mentioned in the article was to live on a Supplemental Nutrition Assistance Program (SNAP) budget for a week and write a reflection paper about the experience. The objective was to learn about SNAP experientially so that students could gain more knowledge and insight about the program through their own brief lived experience(Davis et al, 2015).The assignment made one assumption about students, what do you think it is?

Answer:Some of the students have already lived on SNAP previously and this reopened wounds about that period of life.

"Instructors with privilege need to remain vigilant of how our privilege affects who we are, what we teach, and how we teach it. No matter how carefully we prepare or attempt to anticipate the dynamics, we are bound to have moments when our privilege manifests in the classroom. We strive to respond in a way that demonstrates an openness to discuss, question, and grow, and a commitment to be accountable for our actions and choices. It is imperative that we also contextualize our teaching within the social structures that shape and reinforce power relations"(Davis et al, 2015).

Conclusion

Davis, A., Mirick, R., & McQueen, B. (2015). Teaching From Privilege: Reflections From White Female Instructors. Affilia, 30(3), 302–313. https://doi.org/10.1177/0886109914560742

Reference

Why isnt more of this reflective teaching happening and is this issue specific to our state?