The 'privilege walk' is a classroom activity at many colleges and universities deployed to create a visual, embodied, and concreterepresentation of students' earned and unearned social advantages. In this article, we engage in a systematic reflection to interpret the privilege walk through an intersectional lens, and we elaborate on our concerns around the use of the activity. We claim thatthe privilege walk ultimately cultivates a two-dimensional, rather than an intersectional, understanding of privilege and oppression. We then offer alternativeswhich adapt the core concept of the privilege walk activity, adding intersectionality to its structure and learning outcomes in order to challengestudents to recognize their positionalities. We describe our own privilege walk adaptations and we reflect on our observations of the outcomes as well as opportunities for further consideration. Through this reflection, we invite colleagues to a pedagogical and interdisciplinary conversation about their alternatives to the privilege walk.
Ahmed, S. (2004). The nonperformativity of antiracism. Meridians, 7.1, 104-126. Retrieved from http://www.jstor.org/stable/40338719
American Immigration Council. (2016, March). Immigration Status Privilege Walk [Lesson plan]. Retrieved from http://220.127.116.11/sites/default/files/immigration_status_privilege_walk_lesson_plan.pdf
Anzaldúa, G. & Moraga, C. (1981). This Bridge Called My Back: Writings by Radical Women of Color. London: Persephone Press.
Bertram, C. C., & Crowley, M.S. (2012). Teaching about sexual violence in higher education. Frontiers: A Journal of Women Studies, 33, 63-82. doi:10.5250/fronjwomestud.33.1.0063
Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. London: Ebury Publishing.
Carbado, D. (2013). Colorblind intersectionality. Signs, 38.4, 811-45. doi: 10.1086/669666
Collins, P.H. (1993). Toward a New Vision: Race, Class, and Gender as Categories of Analysis and Connection. Race, Sex & Class, 1.1, 25-45. Retrieved from https://www.jstor.org/stable/41680038
Cooper, B.C. (2018). Eloquent Rage: A Black Feminist Discovers Her Superpower. New York, NY: St. Martin's Press.
Crenshaw, K. (1989) "Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics," University of Chicago Legal Forum: Vol. 1989: Iss. 1, Article 8.
Erevelles, N. & Minear, A. (2010). Unspeakable offenses: untangling race and disability in discourses of intersectionality. Journal of Literary & Cultural Disability Studies, 4.2, 127-143. doi: 10.3828/jlcds.2010.11
Harding, S. (1993). Rethinking Standpoint Epistemology: What is Strong Objectivity? In L. Alcoff and E. Potter, eds., Feminist Epistemologies, New York, NY: Routledge (pp. 49-82).
Hill Collins, P. & Bilge, S. (2016). Intersectionality (Key Concepts). Cambridge, MA: Polity Press.
Hills Collins, P. (1990). Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. New York, NY: Routledge.
Knoll, K.R. (2009). Feminist disability studies pedagogy. Feminist Teacher, 19.2, 122-133. Retrieved from https://www.jstor.org/stable/40546086?seq=1#metadata_info_tab_contents
Lederer, A.M. (2016). Implementation and evaluation of a values clarification activity for a large undergraduate human sexuality course. American Journal of Sexuality Education, 11, 92-105. doi: 10.1080/15546128.2016.1142407
López, Daniela Gutiérrez. (2019, February 22). Personal communication.
Lorde, A. (1984). Sister Outsider: Essays and Speeches. Berkeley, CA: Crossing Press.
McIntosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack. Peace and Freedom Magazine, July/August, pp. 10-12.
Morgan, K.P. (1996). Describing the Emperor's New Clothes: Three Myths of Education (In) Equality. In A. Diller et al, eds., The Gender Question in Education: Theory, Pedagogy & Politics, Boulder, CO: Westview.
Oluo, I. (2018). So You Want to Talk About Race. New York, NY: Seal Press.
Palmer, P. (1997). The Courage to Teach: Exploring the Inner Landscape. San Francisco, CA: Jossey-Bass Press.
paperson, l. (2017). A Third University is Possible. Minneapolis, MN: University of Minnesota Press.
Schoem, D. & Hurtado, S., eds. (2001). Intergroup dialogue: Deliberative democracy in school, college, community and workplace. Ann Arbor, MI: University of Michigan Press.
Shaw, S.M. & Lee, J., eds. (2015). Women's Voices, Feminist Visions. New York, NY: McGraw-Hill.
“Social Identity Wheel.”(2017, August 16). Inclusive Teaching, LSA Inclusive Teaching Initiative, University of Michigan. Retrieved from https://sites.lsa.umich.edu/inclusive-teaching/2017/08/16/social-identity-wheel/
Somerville, S.B. (2000). Queering the Color Line: Race and the Invention of Homosexuality in American Culture. Durham, NC: Duke University Press.
Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M.B., Nadal, K.L., & Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American Psychologist, 62.4, 271-286. doi: 10.1037/0003-066X.62.4.271
Taylor, K.Y. (Ed.) (2012). How We Get Free: Black Feminism and the Combahee River Collective. Chicago, IL: Haymarket Books.
Tuck, E. & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1.1, 1-40. Retrieved from https://www.materialculture.nl/sites/default/files/2019-02/Decolonization_Is_Not_a_Metaphor.pdf
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2020 Shadia Siliman, Katherine Kearns