Teaching at the Intersections

This week's blog post is on a reading regarding Intersectionality as well as a short video on what it is to be an ally.  

In the reading on Intersectionality was the first time that I had heard the term.  In the text intersectionality is defined as "the social, economic, and political ways in which identify-based systems of oppression and privilege connect, overlap and influence one another."  Like the figure to the right demonstrates, intersectionality is when different parts of our identity meet and often times people are experiences multiple oppressions.  

The authors suggest bringing intersectionality into the classroom. Teachers can use an intersectional lens to better relate to and affirm all students, and to help understand power and privilege. After reading the article I have thought of specific ways to implement and teach intersectionality in the classroom, since examples are usually beneficial for my understanding.  Teachers should first use the multi-colored identity to assess their own privilege, since as an educator this should always be the first step. Johnson (2001) argues that privilege exists and in order to work towards dismantling it, we need to first recognize it exists and recognize the power that certain groups have in (American) society, starting with looking at our own privilege status.  

Then students should use a similar identity graphic to determine where their identity places them for each category. After students complete this initial analysis of themselves, it could be turned into a movement activity.  For each category, a person's will either identify with the group of privilege or groups of oppression. One side of the room will be labeled with the word 'privileged' or 'oppressed'.  The teacher will call out the category (i.e. race)and students will walk to one side of the room or the other based upon how their identity fits for that category.  This can then be repeated with the rest of the categories.  This allows the teacher to see which students are on the 'oppressed' side of the room for one or more categories (seeing the students that are repeatedly on the oppressed side for the different categories). 

Discussions (either before or after the exercise) can then be opened up about the words "privileged" and "oppressed".  According to Delpit (2006) and Johnson (2001), using the specific terms is important in teaching students about what these words mean; And then discussions can also take place about why some groups are oppressed based on the history of their oppression (i.e. black people have been oppressed since the start of this country and before when black people were taken from Africa and sold as slaves) and about what that means for them as people that live in this society of socially-constructed categories that people then obtain privilege (or oppression) for being a part of (through no fault of their own.  

The video for this week's blog discussed what an ally is (a person that wants to fight for the equality of a marginalized group that they themselves aren’t a part of) and the 5 ways to be an ally.  The first rule for being an ally is Johnson (2001) popping up at us since it is "Understand your privilege." Some people don't experience things because of who they are (also connected back to intersectionality). The second way to be an ally is to listen and do your homework by reading up on current events  from different perspectives. Number three is a pretty important one: Speak up, but not over. This one describes the job of an ally as to support a marginalized group. Use your privilege without taking credit.  The fourth is that you will make mistakes and to just apologize when you do.  This is something we have discussed numerous times in class.  Finally, the most important thing to know about being an ally is that it is a verb. In order to be an ally, a person has to do all of the hard work of numbers 1-4.  

The following links are also great resources on what an ally is and how to become one as well as how to include work around privilege and allyship in the classroom.