What’s the relationship between privilege, positionality ... · to our discussion: What’s the relationship between privilege, positionality, and culturally responsive teaching?

What’s the relationship between

privilege, positionality, and culturally responsive teaching?

Wednesday, January 30, 13

Overview of the Process

• Norming • Writing to unpack language: privilege, positionality,

culturally responsive teaching. • Setting up a back channel• Listening• Writing to prep for discussion (revisit, questions,

feelings, reactions). • Discussing as a class • Identifying takeaways (if time permits)


normingTo do something about the trouble around difference, we have to talk about it, but most of the time we don’t, because it feels too risky. This is true for just about everyone, but especially for members of privileged categories, for whites, for men, and for heterosexuals. As Paul Kivel writes, for example, “Rarely do we whites sit back and listen to people of color without interrupting, without being defensive, without trying to regain attention to ourselves, without criticizing or judging.”

The discomfort, defensiveness, and fear come in part from not knowing how to talk about privilege without feeling vulnerable to anger and blame. They will continue until we find a way to reduce the risk of talking about privilege. The key to reducing the risk lies in understanding what makes talking about privilege seem so risky. I don’t mean that risk is an illusion. There is no way to do this work without the possibility that people will feel uncomfortable or frightened or threatened. But the risk isn’t nearly as big as it seems, for like the proverbial (and mythical) human fear of the strange and unfamiliar, the problem begins with how people think about things and who they are in relation to them.

– Allan G. Johnson, Privilege, Power, and Difference, 2001, pp.


norming• Approach the conversation knowing that everyone is a different level of

understanding about these things. Explain terms that you use or other things you think have the potential to be misunderstood.

• When you make statements, try to be objective. Try not to personalize everything, and avoid generalizations and stereotypes. Keep it academic (appropriate for class), if possible. Refer to the text if that helps.

• It’s important to acknowledge that we’d like to talk about this. Be able to say what you feel and to listen to how others feel as well.

• Use “I” statements. Speak from your experience without assuming that everyone shares your perspective.

• Don’t rant.


unpacking language

• Write without stopping about the following terms: privilege, positionality, culturally responsive teaching. Some options for response: define / react / question

• When time is up, draw a line under your last sentence.


back channeling

http://todaysmeet.com/e402




prepping for discussion

• Write without stopping in reaction to this conversation. How are you feeling right now about these concepts? What questions come to mind?

• When time is up, underline something you wrote that we should discuss together.


let’s talk about it• Remember our norms.

• Draw on your freewrites, any notes you took, and your Talking Points to contribute to our discussion: What’s the relationship between privilege, positionality, and culturally responsive teaching?

• Use the space beneath your Talking Points to scribe things you want to remember.


what’s your biggest takeaway?


Documents

What’s the relationship between privilege, positionality ... · to our discussion: What’s the relationship between privilege, positionality, and culturally responsive teaching?