In short, it's a privilege to be a teacher. And, in some ways, I've earned it-- I mean, I went to school. I student taught. I applied for a job... and I got one.
But in other ways, I didn't. My parents encouraged and supported my education throughout my life, and were both able and willing to pay for my undergraduate degree. I'm white and a cisgender* woman-- the two (or three, I guess, depending on how you count) most common identity characteristics for teachers.
And it's not just me-- throughout history, some people have gotten a head-start, a leg up, or a positive assumption that they didn't especially earn. I'm not saying they didn't deserve it, of course (look, I believe in education for all-- I definitely deserved a college education), I'm just saying they didn't deserve it more than someone who didn't share their same un-earned advantages.
That, my friends, is kind of the crux of this issue, and it's what I teach in the Social Justice (and Social Studies!) classes I'm so, well, privileged to lead. But before we can talk about all the ways privilege impacts our lives, it's important to talk about what it is-- and that's where I can get confused stares or defensiveness on the part of some students.
But two materials and a game have really opened the doors for some good conversations, and they are as follows:
1. The throwing-crumpled-paper game. You have quite possibly come across this on Buzzfeed (oh, Buzzfeed...), and I play out the game pretty similarly to how they describe it. I have kids write their names on a piece of paper, crumple it up, and then tell them to throw it-- without moving their feet-- in to the bin at the front of the room. I tell them that those who get the paper in the bin will earn an additional 10 classroom points (good for candy, hall passes, tea...).
Once the paper balls have been thrown and the (very few) winners declared, I award the 10 points per kid. As soon as they realize that I am actually awarding the points, kids yell back at me: "Wait, that's not fair! He was at the front of the room! I'm in the back!"
I look at them curiously. "Wait... it's not fair? But... what does distance have to do with it?"
They look at me like I'm one poodle short of a pack. "Um, it's HARDER if you're FARTHER AWAY!"
"Oh... so that's not fair, then? Because it's more difficult?"
"YEAH!" they yell back, righteous. "Plus, some other kids were in my way!"
"Oh.. that sounds frustrating."
"YEAH! And some kids are a lot better at throwing than others."
"Hmm... interesting."
"YEAH. So... it's not fair."
"No, I agree. It's not. Remember this, and we'll come back and talk about it later."
2. Then I share with them this article. I originally got it from the blog "Sindeloke," but I edited it to be appropriate for middle schoolers. We read the article together and review the questions, so we're all clear on the meaning.
I love this article. It's clear, straightforward, but not shaming. I've used this for years, and I have gotten very, very little defensiveness from students, and none from parents (and I teach a quite privileged group of kids). Now we all have a common vocabulary. We can talk about fur, about being a gecko, and about having privilege.
We apply this to whatever we happen to be covering (historically speaking) at the time. This is never difficult, as privilege plays large in every. single. part. of history. I've used this in various parts of Washington state history, in Ancient Civilizations, and in US History. In fact, I challenge you to find a time or place where this is not relevant.
3. This is my I.C.E. resource, or my "quick review" resource. The video is fantastic-- to the point, but not strident. It's funny and accessible, and Kat Blaque and Chescaleigh are people I legitimately want to be besties with. (Maybe they'll find this blog post, contact me, and we'll be best friends forever? A girl can dream.)
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