Module 4.1 Unpacking Our Identities: Addressing Identity, Power, and Privilege

An Explanation of Systemic Racism

Watch the following video for a closer look at what systemic racism is, and how we can solve it.

Reflection

• If you were explaining the root causes of inequality and systemic racism, how would you explain it? Think in terms of your role and those who look to you for leadership—if you are a leader in a school community, how would you explain it to teachers? If you are a teacher, how would you explain it to your students?
• In what ways did the video support what you already understood regarding the root causes of inequity and systemic racism? In what ways did they challenge your thinking?
• What role can you play in addressing systemic racism?

The intersection of identity, power, and privilege

The way educators view, interpret, and behave within the educational context is dependent on their positionality—in other words, their social identities, and the power and privilege that those bring. Social identities include the groups with whom we identify, and groups that society assigns to us, such as our gender, race, ethnicity, religion, abilities, socioeconomic status, or sexual orientation.

This video illustrates how social structures shape our identities and offers ideas for “using the power of narrative informed by cultural histories of contribution, resistance, injustice to activate change in grassroots community organizing.”

(Video by Graduate School of Social Work at Duke University)

Reflection

• How would you describe the relationship between identity, power, and privilege?
• How does your own positionality influence your personal beliefs and practices in education?
• What could “using the power of narrative informed by cultural histories of contribution, resistance, injustice to activate change” look like in the context of your role in education?

Mapping our identities

Research indicates that when we map and reflect on our social identities within the context of our work, we are better able to understand the limitations, biases, and issues of power we may bring and how these impact our work with students and colleagues.

In light of the research above,here are three ways to explore your identity. Choose at least one to try.

• Identity Charts from Facing History: Create a personal identity chart to deepen your understanding of yourself. Or, lead your students or colleagues through the experience.
• Dimensions of Similarity and Difference: As teachers, reflect on and discuss various dimensions of your identities to gain awareness of the impact of these on your relationships with students and their families.
• Social Justice: Unpacking Identity: Guide colleagues in understanding identity and how identity affects relationships within the school building and classroom. This can also be an independent exercise.

Reflection

• In what ways did this experience deepen your understanding of your identity?
• How does your identity impact your relationships with students, their families, and your colleagues?

Understanding Power and Privilege

According to Peggy McIntosh, privilege exists when one group has something of value that is denied to others because of the groups they belong to, rather than anything they’ve actually done or failed to do. Let’s learn more.

• This article from Well + Good gives an overview of privilege—the definition and different types of privilege such as white, male, heterosexual, socioeconomic, religious, etc.
• In this article from Learning for Justice, the author explains the definition of white privilege and includes suggestions for white people on how they can use their privilege to help others.
• This article, written by a middle school principal in San Francisco, explores how his school staff worked together to dismantle white supremacy culture (WSC) and build an anti-racist school.

Reflection

• What is privilege, and what types of privilege exist in our school or district?
• Specifically, how does WSC show up in our school or district?
• What are we already independently doing that challenges WSC, whether we’re conscious of it or not? As a school or district?
• What more can we do to become more conscious of WSC in our work? Specifically, how can we allow for other ways of knowing and being in how we make decisions, hold meetings, set expectations, etc.?

Take It Deeper: Cultural Iceberg Reflection (download pdf)
Let’s unpack our own identities and biases, and how those intersect with those around us. Here is a downloadable guide to help you.

Before facilitating groups, spend time in individual exploration in order to experience and embody the learning. And if you haven’t yet explored our introduction to SEL in California, make sure you explore those resources, too.