Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Complicating Race and Privilege in Schools and Everyday Life

McIntosh, Olson, Wise, Color of Fear

Jay Meeks

on 26 February 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Complicating Race and Privilege in Schools and Everyday Life

Complicating Race and Privilege in Schools
and Everyday Life

In your teams:

1. Work together to select items on the list that you perceive to be outdated and/or want to discuss as a larger class.
2. Each group is responsible for choosing at least one item on their list and must be prepared to explain why they think the item is outdated and how they would change it to fit modern race relations.
3. After 20 minutes of small group conversation, we reconvene and discuss each groups’ chosen privilege to discuss.
White Privilege in Society
White Privilege in schools

Complicating Race and Privilege in Schools and Everyday Life[
McIntosh, Olson, Color of Fear, Tim Wise
Discussion Group 2
Feedback Discussion
In your own words, what is white privilege?

How are power and privilege connected to racism?
How does white privilege manifest itself in schools?

How did today’s readings help you think about your own racial identity?

What is the inherent tension in acknowledging privilege?

How might thinking through our other identities unlock "the door" to understanding privilege?

What is oppression?

What do you make of the metaphor of an Invisible Knapsack?

Ruth Ann Olson (1992 characterizes prejudice as active, negative action directed at individuals while white privilege is a passive advantage that accrues to an individual or group" (p. 1). How does this relate to our understanding of identity? How might this impact students in the classroom?
(Re)Acquainting Ourselves
(Re)introduce yourself to the class by stating your name
ethnicity, also share one thing about yourself that is not outwardly apparent to others.
1. What are some situations that make it unsafe for you to talk about racism?

2. What would it take for you to feel safe talking about racism?

3. Why do you think it is so hard for white/people of color to talk about white privilege?

4. What are the costs and rewards of confronting racism?
Starting the Conversation
How do you benefit from racism?
How are you affected by racism? Your family?
If you could say one thing to whites, what would you say? To people of color?
What are three questions you would like to ask people of color?
What are some questions you would like to be asked by people of color? Why?
Do you ever think you will ever see the end of racism in your liftetime? Why or why not?
James Baldwin
In order to have a conversation with someone you must reveal yourself.
Count off by 4s
Baltimore: 63.7 % Black, Median household income: $30,078
McLean: 79.3 White,
Median household income:$156,943
McIntosh Key Points
Able to recognize privilege through intersectionality (p. 10)

Naming privilege should make one accountable.

Privilege becomes oppression or oppressive when it is unrecognized

Role of schooling in communicating normality

What is the myth of meritocracy? Unearned advantage?
When does privilege become dominance?
17. "I can "criticize" our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider."
"My" Country
Full transcript