Having, Being, and Doing Privilege: Three Lenses for Focusing on Goals in Feminist Classrooms

Kate M. Daley

Abstract


Abstract
Using two published accounts of teaching experience in Women’s Studies classrooms by way of illustration, I argue that seeing privilege through three lenses—as something one has, something one is, and something one does—can assist feminist educators in meeting diverse goals in their anti-oppression classrooms as they continue to grapple with the messy and often contradictory challenges of privilege.

Résumé
Selon deux récits publiés sur des expériences d’enseignement dans les cours d’études des femmes à titre d’illustration, je fais valoir que le fait de considérer le privilège sous trois aspects—soit quelque chose que l’on a, quelque chose que l’on est et quelque chose que l’on fait—peut aider les éducateurs féministes à répondre à différents objectifs dans leurs cours anti-oppression alors qu’ils continuent à faire face aux défis embrouillés et parfois contradictoires que pose le privilège.


Keywords


privilege; oppression; identity; feminist theory; feminist practice; anti-oppression education

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References


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Articles published in Atlantis: Critical Studies in Gender, Culture & Social Justice/Études critiques sur le genre, la culture, et la justice are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

ISSN: 1715-0698

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