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.
This discussion guide shows instructors how to engage with dominant narratives and “perfectly logical explanations” (PLEs). Dominant narratives are well-known and widely accepted explanations or narratives that are typically in service of the interests and ideologies of dominant social groups. Those who use dominant narratives employ PLEs to provide context and justify their perspective in order to avoid being judged. The guide below is focused on a discussion about video games, but it is designed to exemplify the types of questions that could be raised to critically interrogate any dominant narrative. This activity helps students recognize the weight and power of dominant narratives and teaches students how to rigorously interrogate dominant narratives.
This activity asks students to create a timeline of their lives, noting particular lessons they have learned about some aspect of their social identity (race, gender, sexual orientation, etc.). When completing this activity, students can refer to the Cycle of Socialization handout, which offers a diagram to represent the socio-cultural construction of social identities. Both the timeline and handout allow students to reflect on the ways in which students reinforce or challenge the socio-cultural construction of identities.
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.