Weigh in on what Johnson’s
ideas (both his description of the problems of privilege and his proposed
solutions) might have to do with being an educator? Do you think he
accomplished his goal of trying to get those in privileged groups in dialogue
in a way that doesn’t make them defensive?
Jordan Lee
ReplyDeleteOne of the problems Johnson focuses on is the idea that the dominant groups don’t see the trouble as “their trouble”; therefore they do not feel obligated to participate in making change happen. Another problem that he discusses is the flawed thinking that individually we cannot be effective in creating change. I think that both of these ideas are extremely relevant to being an educator. It makes us realize that privilege and oppression are everyone’s problem and how impactful small gestures can be. Through this section of the text, Johnson is trying to get everyone to acknowledge that privilege and oppression exist and apply this consciousness by taking small risks to create change. Johnson’s proposed solutions to the issue of privilege and oppression directly correlate to educators also. Once proposed solution was to learn to listen. Educators need to listen to their students concerns, a perfect example of this idea is when Johnson discussed a student of color noticed him cutting her off more than the white students during class. Johnson must have created an environment in his classroom where that student felt comfortable to address the problem. Importantly, Johnson’s response wasn’t defensive; he listened to his student’s concern. If implemented the right way, Johnson’s suggestions will help open communication about the issues of privilege and oppression in our society, without making individuals in the privileged groups defensive.
ReplyDeleteThe proposed solutions to problems with privilege directly effect being an educator. Johnson believes that reading, living your life like an anthropologist, learning to listen, connecting our choices to systems we participate in, making noise, withdrawing from paths of least resistance, challenging our assumptions, working with people who are different, forming alliances across differences, not allowing others to set standards and openly choosing to model alternative paths are the practical ways we can battle the problems regarding privilege. All of the above have to do with being able to critically think for yourself, question systems and “societal norms”, being vivacious with research, daring to learn, being courageous and whole hearted about what is true. These are values that I hope my students will learn. I think it will be important to give students a chance to discuss what they kinds of social norms they have observed and whether they agree with them or not and what we can do about it to change them. Johnson makes valid points that I do not perceive as being offensive, however, it would most likely be through discussion or conversation that these solutions and problems are discussed rather than through this specific book.
Brittany Milteer
ReplyDeleteOne of the problems Johnson focuses on is the weak thinking that individually we can’t be effective in creating change. Educators live off creating change! Not only does curriculum change, students change, policies change; education is a never ending cycle of constant change. However, Johnson’s ideas make us, as educators realized that privilege and oppression is everyone’s problem. We all can do something about it and even the smallest act can make a difference. In order for change to occur, we have to take risk. Johnson doesn’t want to us to just go along with societal norms if they are not fair and just. He wants us to take a stand and begin to create a change. Johnson’s suggestions, if discussed and applied effectively can make a difference without offending anyone or making the privilege defensive.
ReplyDeleteJohnson states, “Whether we help change systems of privilege depends on how we handle the belief that nothing we do can make a difference, that the system is too big and powerful for us to affect.” As future educators, the first step is recognizing that privilege exists and then putting in effort to talk about issues regarding privilege. While it can be difficult to think that one person can make a difference, it is also important to realize that change has to start somewhere! When people begin to look at societal troubles personally, then change can begin to occur. In my opinion, I did not find Johnson’s language toward privileged groups to be disrespectful.
ReplyDeleteJohnson states, “Whether we help change systems of privilege depends on how we handle the belief that nothing we do can make a difference, that the system is too big and powerful for us to affect.” As future educators, the first step is recognizing that privilege exists and then putting in effort to talk about issues regarding privilege. While it can be difficult to think that one person can make a difference, it is also important to realize that change has to start somewhere! When people begin to look at societal troubles personally, then change can begin to occur. In my opinion, I did not find Johnson’s language toward privileged groups to be disrespectful.
Andrew Cramer
ReplyDeleteAs a male elementary teacher I guess one would say I am in a privileged group. I do believe it is possible for me to follow some of Johnson’s ideas without being defensive. I have not encountered any negativity from peers, professors, or current teachers that there may be potential issues. Fortunately, for me I had a few years to deprogram myself from military life before I began a new career in education. I am quite sure I may have had some difficulty if I would have pursued this plan directly upon leaving twenty-two years of military service. I had sharp edges a loud bark and was always leaning forward. I would not have had to enter into a dialogue to get someone defensive.
Anytime two individuals engage into dialogue there is always a chance for one party to get defensive. I think it is best if I begin by developing my inward awareness of those that are oppressed first it should not cause any outward defensive actions on my part. I like the suggestion of “making reading about privilege a common occurrence” it will help to activate my self-awareness and hopefully be less likely to provoke any defensive feelings.
Johnson states that it is important that one develops the skill of “learning to listen”. First, this is a crucial important part of effective communication. If a person is being critical of you, stop and listen fully and intently before you do anything else. I think this will be very effective. If I ask questions and understand how they interrupted the specific situation. Then it can be a positive encounter for both parties. I am sure that may be very difficult but not impossible. It will not be an easy task, but it can be learned practice. Taking action requires more personal effort but does not by its self provoke defensive feelings. What may cause defensiveness is if I am in a dialogue with another member of the same privileged group as to how they can change, act differently or make self-improvements.
Corinne Tilley
ReplyDeleteOne of Johnson's main points with regard to privilege and oppression is that we cannot tackle the issues as individuals because they are simply too prevalent and powerful. He goes on to say that people in privileged groups often don't recognize these issues as “their problem” and go on to blissfully ignore them. While I agree on both counts, I do fear that, to those people in privileged groups who already think that it's not “their problem”, being told that the system is too big for them to fight against in a meaningful way will confirm to them that there's nothing they can do and therefore should not try. Though, I do wonder if those people have any real interest in promoting equality and equity in the first place.
Johnson is absolutely correct in saying that one person cannot change such hard ingrained systems of power and oppression, but that's what's great about being an educator. A unique opportunity that comes with our profession is that we help hundreds of children grow and learn, and through both implicit and explicit education, we have the chance to teach these children about how these systems operate. People may argue that it is not a teacher's responsibility or place to teach these issues to children, especially on an elementary level, but they are being taught morality in schools regardless, so we might as well take advantage of that and use it to promote some real change. No one is expecting miracles overnight, but teaching an entire generation of children that some things just aren't right can be a huge step.
Johnson mentioned that one of the biggest problems of privilege is not seeing it as "their" problem (meaning the privileged group). He stated, "..greatest barrier to change is that dominant groups....don't see it as their trouble, which means they don't feel obliged to do something about it" (p. 127) As educators, we need to make sure that this problem is addressed. The problem of privilege affects everyone and is everyone's problem, regardless of if they want to be involved or not. We need to discuss issues involving privilege, what it is, and ways to appropriately do something to change it. We need to teach the effectiveness of addressing the change of privilege within oneself and the system. To most effectively change privilege, we need to teach the "myths" about change because those can act as barriers. I believe that Johnson accomplished his goal of trying to get those in privileged groups in a dialogue that doesn't make them defensive (and he gave so many appropriate ways to go about diminishing privilege and opportunities to do something about it). I do agree that privilege needs to be discussed appropriately to be the most effective and prevent those in the privileged groups from getting defensive.
ReplyDeleteJohnson quite rightly states that individuals cannot change a system. However, it is important that teachers who belong to privileged groups be conscious of the mechanics of those systems. You have to monitor your own attitudes and behaviors and try to uproot those that are rooted in those systems. You cannot change a system, but you can strive to not perpetuate it. Additionally, you can educate your peers within your privilege group. It's the same concept that we teach kids to use around bullies: be upstanders, not bystanders.
ReplyDeleteAs a current education student pursuing the career of an educator, the focus has been on acknowledging culture (i.e., racism and ethnicity), not on privilege and opposition. I think this is where we are being misguided because our focus is so narrow. We need to start thinking beyond just the racial boundaries and look at the whole picture (sexism, class, etc.). Johnson has an idealistic view of society, in which we get those in the dominant group to open up and take ownership of the trouble. I love this, but the truth is that it is merely an abstract vision right now. As an educator, yes we need to be thinking about how privilege effects our students and the lens they see the world through, but how do we do so? How do you break the silence with seven-year-olds? It doesn't appear to be the pressing issue for us all. And unfortunately, many people in the "privileged" groups do take offense to the trouble and it seems a little hard not to. I think talking is a good first step, and teaching our students to be morally open (paying attention, listening, etc.) is important.
ReplyDeleteBased on Johnson’s organization of privilege, I am only partly in the privileged group. This is due to me being a female. That being said, most of my attributes characterize me as being privileged. I feel this is something myself and other future educators need to keep in mind. We are going to be teaching children who are categorized as completely privileged and those that are only partly privileged. Johnson makes the point that issues related to power and oppression cannot be tackled at the individual level. Well, as educators, we often have to tackle things individually and there is nothing we can do about that. He continues on to say that those in the privileged groups don’t recognize and almost ignore that they are part of the problem. I do agree with Johnson on this and I do think it can be hard to tackle these problems on an individual basis, especially in the classroom. It is important for educators to remember Johnson’s points and use the power we have. As tough as it might be, the only choice we have is to start with the children. We should be teaching them about societal problems of privilege and power because they are the future leaders, parents, and community we will be surrounded by.
ReplyDeleteJohnson's ideas pertain to us as future educators because we are the ones who will serve as role models for the next generation. We will model alternative paths rather than always choosing the path of least resistance. We will be the ones to teach about privilege by reading about it and discussing what it means for our society. We will teach that if we want to see a change in our society, we need to makes these changes. These changes will only occur if we acknowledge that privilege exists and if we do something about it. Don't make jokes about race, gender, gender preference, etc. Stand up to those who do. There are many other ways to make a difference and we as future educators will set the example.
ReplyDeleteJames Biedenharn 4/12/16 at 2:45 PM
ReplyDeleteI do not know if there is for Johnson not to be defensive to some groups. In fact, I believe that Johnson addressed some of his points in such a way that some groups will become defensive. The truth hurts sometimes and Johnson’s thoughts are certainly going to make others react in a certain way. I work at a school where there is a lot of privilege. It is is an upper middle class school and the college attendance rate for seniors is almost at 100%. If you look at other schools in different counties, some of their respective percentages would certainly be different. It is imperative that we address Johnson’s idea of privileges and discuss these privileges. When you discuss a controversial subject, defensiveness from groups is bound to happen. Another facet of Johnson’s writings that I had to comment on was the fact that many teachers think they are not making a difference in their students lives. I disagree with those teachers mindsets. Sometimes we do get down on ourselves, but we as educators have to understand the importance of helping others. The system is too broke to change, the kids do not listen, do I really matter? Are all questions and thoughts that race through teacher's minds. If teachers start to believe these things, then their classroom will suffer. Students will not respect the teacher if they have this mindset. This mindset will only make the students suffer and not care about school. Additionally, the teacher will keep spinning down into a negative teacher spiral.
Jamie Whittaker
ReplyDelete“The more you pay attention to privilege and oppression, the more you’ll see opportunities to do something about them.” As educators we need to pay attention to all of our students and bring up any instances that we see in class that we can have students openly discuss. As educators we model so much and one of the things Johnson brings up is “Openly choose and model alternative paths”—we can model new paths for our students and show them how these systems of power and oppression work.
A few other students already touched on how Johnson mentioned modeling and choosing paths openly. I think this is so important. Like Morgan had said, we expect and teach our students to stand up to bullies and not be bystanders, but yet we stand quietly on the sidelines and watch systems of power and oppression. If we expect our students to act in certain ways, we have to be willing to model what it looks like to not sit quietly on the sidelines. It is important for students to see us taking a stand against oppression, for speaking out, and to make sure they understand how they can do this also.
ReplyDeleteAmanda Kern
ReplyDeleteI really liked how Johnson discussed modeling and choosing paths openly. I think as teachers its important to encourage and praise students for standing up for something they believe in or taking the path less traveled. I think its important to celebrate everyone and to model this I think it would be neat to encourage students to share something about themselves that makes them unique such as by playing the game two truths and a lie or the activity we did at the beginning of the year where we wrote something down and everyone guessed who it was.
I definitely think that Johnson’s ideas and privilege affect me as an educator because as a teacher I have a lot of influence on future generations as they deal with this problem. For one knowing about privilege and my role in that is important because it is part of the bias and baggage I will bring it to the classroom. Due to certain privileges I will have different experiences than many of my students, if I am aware of that I can hopefully try to be more understanding and more open. Also Johnson mentions that we have to learn to listen and that we have to talk about these problems. As a teacher I shouldn’t just ignore problems of privilege in my classroom but have honest discussions about them. I personally think Johnson did a good job of starting this type of discussion with book and didn’t find it offensive. For one Johnson was very honest about his own privilege and his unawareness, this openness helps the reader to be more open as well. Another thing I can do as an educator is to mention how privilege played a role in history and make sure I use the terms such as “racism” or “sexism” because as Johnson says it impossible to talk about the real problems or solutions without using those words.
ReplyDeleteI spoke on these points briefly in my last post, but I believe some individuals can react defensively to the notions of privilege and oppression because they do not think that they exists. As Johnson notes, for those who are privileged in and by this system, the path of least resistance includes denying or being oblivious to it (making other excuses, stereotypes, blaming). It takes awareness and effort to begin to have and keep an understanding, and just because we understand how it exists does not mean that there is no more to know. We all have to continuously maintain awareness and learn. We need to be students of topics and current climate. This includes sharing our own knowledge with others in our lives as well as students.
ReplyDeleteIn educating students, it is our job to help others be aware. Not by calling out or making privileged people or the “haves” feel guilty for example, but definitely not ignoring it. If we teach like these systems do not exist, students will not have the chance to be open minded in reflection early. We will teach a range of different types of students including those that know all to well and have lived in a way that includes them being faced early with the realizations that people are discriminated against. We are doing those students a disservice if we teach without these actions
Students, marginalized groups, and humanity a disservice*
DeleteStephanie Furnish
ReplyDeleteI know I'm a day late (and a dollar short...I spent the last of my money this week on Chipotle last night). I apologize.
I do believe that Johnson proposed ways for those who are in positions of privilege to acknowledge it, and combat it. For a while, I had a difficult time figuring out what I could do in my position of privilege to combat the many aspects of oppression around me. It wasn't until recently that I felt like I could begin to make a difference. I emphasize 'begin' because this semester has really opened my eyes and mind to issues within the city I've lived in for 22 years. I think I'm in a good position to really begin working and teaching towards social justice and what is just plain right.
As far as Johnson, I didn't buy the book to be honest. I did read the chapter 9 posted on Blackboard and I did look into his solutions for those in positions of privilege. I agree that most often people feel like their very small acts are being unnoticed, but I disagree. Like Johnson proposes, those small acts add up and those small acts affect the people closest to us. Those small acts that feel like nothing at the time can and will spread like wildfire. Think about how fast something can spread on Facebook and then end up on the nightly news. It happens every day. I really enjoyed what I read of Johnson's work, and I look forward to continuing to read his ideas.
Johnson mentioned that privileged groups don't see the issues regarding privilege and power as 'their' problem. In fact, it's everyone's problem and he mentions that even small gestures can be impactful. As an educator, you need to listen to students, and create an environment within your classroom where students feel comfortable enough to share their concerns. Acknowledge that it exists, talk openly about changes that can be made, and model ways in which those changes can be made.
ReplyDelete-Paige Michanco
While I would not consider Johnson to be the final authority on privilege, I do think he accomplished his goal of approaching the conversation in a manner that did not seem to inspire anger or guilt. His ethos as a member of each of those privileged groups helped in making him seem less like he was attacking and more like he was trying to help everyone, privileged and oppressed alike. The concept of privilege is not very easy to explain or understand. Privilege isn't something that is necessarily intentional or visible, it cannot be easily proven or solved. That being said, it took me a while to digest these notions of privilege and oppression, and I still do not understand how social class is exempt when it can be the biggest deciding factor in continued oppression. I am still mulling over the full implications of privilege and how it applies to my life, especially as a future educator. As a member of several privileged groups, it is important to be conscientious and sensitive to my affect on my very diverse groups of students.
ReplyDeleteYes and no at the question relating to him accomplishing his goal. I feel like if the reader was opened minded and saw the book as a guide rather than direct instructions then they would understand, but if it was the opposite, then they would probably banish the book. I do believe that his ideas relate to education, because honestly, you do not have to be a teacher or simply someone in education to teach the world how to not be cruel and biased. Everyone has a say on how people interact and exchange ideas, but it takes someone with courage to actually say what everyone is thinking which most likely has to do with one of the -isms.
ReplyDeleteEmily Meade
ReplyDeleteIn my opinion, Johnson accomplished his goal of making privileged groups in a dialogue that doesn't make them defensive, focusing on the underlying nature of privilege, power and difference in our society. As educators, this is something that speaks to us as gender, race, sexual orientation, ethnicity, disability and social status are all ongoing societal norms that we as teachers have to teach our students to be respectful and accepting of. As some early posts stated, education is a constant cycle of change that we can make connections to and work towards making a difference.
Johnson’s beliefs on privilege and power relate to educators in so many ways. As educators, we embrace change on a daily basis. We are always reflecting and making improvements in our teaching. It is our goal to educate students so they can use these skills we teach them to make the world a better place. We can use this influence and time to teach our students to question societal norms, and make positive changes happen. The younger this mindset is instilled, the more open minded and socially aware our students will become. Teachers interact with a variety of different people, from students, parents, administration, and politicians. This career forces us to see different perspectives from different people every day.
ReplyDeleteJohnson reminds me of that race race video that was showed in Henrico. Too much at once, and yes I think that some will throw up a wall and not learn anything. I think others will get angry and over defensive, and some cannot admit that they have some bias and prejudices to overcome. We talked about in my Edtalk group. It’s what you do with that bias. Do you act on it or do you try to correct yourself? I think if you went around correcting everyone all the time about sexism, racism, and .. you will not reach anyone or make any meaningful change. No one likes to feel judged, so another angle is needed.
ReplyDeleteIn the very beginning of the article, Johnson describes that “the challenge we face is to change patterns of exclusions, rejection, privilege, harassment, discrimination, and violent that are everywhere in this society.” This is extremely relevant to me as an educator because I need to make sure that I am aware of all of these issues and I can help eliminate them within my classroom. I cant control society, but I can help teach these issues to my students and change their thoughts and reactions to these huge issues within society. Listening and realizing these concerns will help create a classroom environment that is more positive than some classrooms have been in the past and that currently still exist. This opens up the conversation of what needs to be happening currently in the education reform.
ReplyDelete