This activity has students read Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack” to familiarize themselves with examples of oppression that they do not experience based on skin color. Students form small groups based on six types of privilege: ability, Christian in the U.S., cisgender, man, socioeconomic status, and U.S. citizenship. Students are asked to join a small group based on a privilege that they hold. This discussion-based activity guides students in understanding privilege as a concept and helps students recognize how their own privileges benefit them and impact daily life.
In this activity, students analyze the dialogue blockers present in “Post Mortem: A Conversation Gone Wrong.” The instructor can use this discussion of dialogue blockers to guide students in constructing classroom norms and ground rules that will support an inclusive learning environment. This activity helps students recognize common dialogue blockers, consider why people use them, and become more aware of how they inhibit important conversations.
This activity asks students to create an imaginary school designed to maintain oppressive norms. Students will consider what institutional oppression looks like and how it is perpetuated in subtle ways. A debriefing discussion will take place after the activity, encouraging students to compare their imaginary school to their own institution. Students will also brainstorm ways in which they can resist and challenge the oppressive norms they’ve identified.
The Spectrum Activity uses the Questions of Identity to engage students in discussion or reflective writing. The Questions of Identity prompt students to critically consider their identities and the relationship between identity and context. Example questions include “What part of your identity are you most proud of?” and “What part of your identity did you struggle with most growing up?”. This activity can be done in conjunction with the Social Identity Wheel and Personal Identity Wheel to encourage students to think about their identity and the identities of their peers.
“Who Owns the Zebra?” is an activity involving a logic puzzle and a debrief discussion. For the logic puzzle, students are divided into groups, and the groups have to determine which of the fictional characters in the puzzle owns a zebra and which of them drinks water. Each student in the group is given a vital clue that is needed to solve the logic puzzle, necessitating everyone’s participation. During the debrief discussion, students reflect on the impact of individual behavior on group learning, thinking critically about participation and barriers to participation.
BARNGA is a simulation game that encourages students to critically consider normative assumptions and cross-cultural communication. BARNGA was created by Sivasailam “Thiagi” Thiagarajan in 1980, while working for USAID in Gbarnga, Liberia. He and his colleagues were trying to play Euchre but all had different interpretations of the instructions. He realized that conflict arises not only from major or obvious cultural differences but often from subtle, minor cues. He created BARNGA to tease out these subtleties. In this activity, students play a card game silently, each operating with a different set of rules, unbeknownst to them. Following the game, there is a 3-part debrief: Descriptive, Applied, and Takeaways. Descriptive focuses on students’ feelings and frustrations throughout the game, Applied focuses on the real-life situations that BARNGA simulates, and Takeaways asks students to consider important lessons from the game.