1st Edition

Deconstructing Privilege Teaching and Learning as Allies in the Classroom

Edited By Kim Case Copyright 2013
    264 Pages
    by Routledge

    264 Pages
    by Routledge

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    Although scholarly examinations of privilege have increased in recent decades, an emphasis on privilege studies pedagogy remains lacking within institutions. This edited collection explores best practices for effective teaching and learning about various forms of systemic group privilege such as that based on race, gender, sexuality, religion, and class. Formatted in three easy-to-follow sections, Deconstructing Privilege charts the history of privilege studies and provides intersectional approaches to the topic.

    Drawing on a wealth of research and real-life accounts, this book gives educators both the theoretical foundations they need to address issues of privilege in the classroom and practical ways to forge new paths for critical dialogues in educational settings. Combining interdisciplinary contributions from leading experts in the field-- such as Tim Wise and Abby Ferber-- with pedagogical strategies and tips for teaching about privilege, Deconstructing Privilege is an essential book for any educator who wants to address what privilege really means in the classroom.

    Foreword: Teaching about Privilege: Transforming Learned Ignorance into Usable Knowledge

    Peggy McIntosh


    1 Beyond Diversity and Whiteness: Developing a Transformative and Intersectional

    Model of Privilege Studies Pedagogy

    Kim A. Case

    Part I: Transformative Pedagogy: Teaching and Learning about Privilege

    2 Pedagogy for the Privileged: Addressing Inequality and Injustice without Shame or Blame

    Tim Wise, Kim A. Case

    3 Deconstructing Privilege When Students Resist: The Journey Back into the Community of Engaged Learners

    Kim A. Case, Elizabeth R. Cole

    4 Teaching Social Justice Ally Development among Privileged Students

    Paul B. Perrin, Srya Bhattacharyya, Daniel J. Snipes, Rebecca R. Hubbard, Martin Heesacker, Jenna M. Calton, Ruperto M. Perez, Jill Lee-Barber

    5 "Colorblindness is the New Racism:" Raising Awareness about Privilege Using Color Insight

    Margalynne J. Armstrong, Stephanie M. Wildman

    Part II: Intersectional Privilege Studies Pedagogy

    6 Teaching Privilege through an Intersectional Lens

    Abby L. Ferber, Andrea O’Reilly Herrera

    7 Intersectionality and Paradigms of Privilege: Teaching for Social Change

    Cerri A. Banks, Susan M. Pliner, Morgan B. Hopkins

    8 Recognizing Privilege by Reducing Invisibility: The Global Feminisms Project as a Pedagogical Tool

    Desdamona Rios, Abigail J. Stewart

    9 Intergroup Dialogue Pedagogy: Teaching about Intersectional and Under-examined Privilege in Heterosexual, Christian, and Jewish Identities

    Adrienne B. Dessel, Johanna C. Masse, Lauren T. Walker

    Part III: Privilege in the Classroom: Strategies and Applications

    10 Are We Queer Yet? Addressing Heterosexual and Gender-Conforming Privilege

    Markie L.C. Blumer, Mary S. Green, Nicole L. Thomte, Parris M. Green

    11 Class Action: Using Experiential Learning to Raise Awareness of Social Class Privilege

    Wendy R. Williams, Kala J. Melchiori

    12 Teaching the Taboo: Walking the Tightrope of Christian Privilege

    Kim A. Case, Mike McMullen, Beth Hentges

    13 Blazing the Trail: Teaching the Privileged about Privilege

    Lisa F. Platt


    Kim A. Case is Associate Professor of Psychology and Women’s Studies, Director of the Applied Social Issues graduate sub-plan, and Director of the Teaching-Learning Enhancement Center at the University of Houston-Clear Lake, Houston, Texas, USA.

    "Deconstructing Privilege is clearly intended for an audience of educators, but it would be unfortunate if its readership extended no further. Distribution of such a tool can support movement against a long-engrained societal context supporting the survival of privilege, even in the presence of discrimination advocacy. Case’s book would provide a meaningful introduction to this topic for students, scholars, organizational leaders, or anyone else interested in social justice and self-awareness."― Psychology of Women Quarterly, Anna C. Lewis, Lyndse S. Anderson, and Nancy Lynn Baker, Fielding Graduate University, Santa Barbara, CA

    "...the contributed essays provide educators with a suggested road map to assist students in developing a greater sense of their own identities, access, and privilege in relation to the greater whole. This book would significantly assist future professionals (e.g., teachers, social workers, councelors, and psychologists) in developing their own cultural competencies to assist individuals from different backgrounds. Summing Up: Highly Recommended." - G. Moreno, Northeastern Illinois University, in CHOICE, March 2014