Peggy Mcintosh Invisible Knapsack
241 Words1 Pages
Peggy McIntosh talks about the term “invisible knapsack”. She describes the term as being the hidden privileges of being in the majority. One way that I can help my students avoid the effects of the “invisible knapsack” is by reading literature produced by many different races. This will help in making sure every race is represented. Another way would be inclusive to all races when asking questions about the material. Lastly would be to educate about racism through literature and writing prompts.
2.) What must an educator know about the varied
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White Privilege: Unpacking the Invisible Knapsack While reading this piece by Peggy McIntosh, I found myself as a white woman thinking, 'yes I can do these things,' and realized right there what white privilege looks like. Looking at the fifty points McIntosh discusses, it is clear that the predominance of white privilege affects her daily life. These daily effects McIntosh discusses range from who she wants to surround herself with, knowing and feeling financially secure and feeling welcomed in public life. While only choosing fifty instances where McIntosh feels her white privilege comes into contact, it is apparent that the instances are common when discussing primarily skin color compared to race, class, and religion. Without argument,
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In society and religion you can either unite individuals for agreeable achievements or continue to focus on the mistreatment and enduring of other individuals. In this essay I will be providing a rhetorical analysis of an essay called “White Privilege: Unpacking the Invisible Knapsack” By Peggy McIntosh. Also providing a secondary source by Tommie Shelby “Social, Identity and Group Solidarity, We Who Are Dark” explaining some of the similarities and differences of the two readings ,and the proper principles as to why I chose these two for my term paper. All throughout the beginning of my essay I will be identifying the particular strategies that the author McIntosh provides to appeal to her audience. The main purpose of her essay is to
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White Privileges: Unpacking the Invisible Knapsack In the article, White Privileges: Unpacking the Invisible Knapsack, Peggy McIntosh explores the power of white privilege. White privilege, as McIntosh puts it, is an advantage enjoyed by white people beyond the common advantage of other races. The article begins with the author reflecting upon male privilege,, and then transitions into her own reflection on privileges involving race. To prove this, she lists the effect of white privilege in daily life.
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I found it particularly difficult to differentiate a task when I don’t know the students I will be differentiating for and according to Chapter 4 of Teaching Humanities and Social Sciences “Each students learning is monitored through assessment and teacher observation to identify the student’s progress and any problems that might be limiting his or her learning.” (Gilbert, R., & Hoepper, B., 2016). As a result, I think to accommodate diverse learning needs well I will need to know the students I will be altering. However I think one of the best aspects of the humanities is that it is so diverse and is able to cater to different people and learning
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In the McIntosh article, “White Privilege: Unpacking the Invisible Knapsack,” my overview of this article for the reading assignment is that “white privilege,” as McIntosh states, is “an invisible package of unearned assets which I can count on cashing in each day, but about which I was meant to remain oblivious.” This revelation came as she was writing an observation article on white male privilege in America. Her reviews in this area began in her discoveries of men’s unwillingness to recognize their over-advantage status, however they would concede the impediment condition of women. These denials protected male privilege from being acknowledged, diminished, or abridged. Her findings concerning unattended white privilege may be key to bigotry.
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Racism is one of the most important social issues of the modern world. It has affected millions of people worldwide, and is one of the deepest social problems in history. Hook, Authors, Titles, Main Characters, Summary of passages One of the main messages that I found throughout the texts was that racial inequality still exists. Before we started this unit I had no idea that this was still going on in people's lives, but I have now noticed that this is something that goes on every day.
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They support this claim by using the matrix of domination in relation to gender, race and class, then advise the reader to look at an issue through a broad perspective- realizing both the oppressor and the oppressed, and finally distinguish between recognizing and understanding diversity and not just acknowledging it. Andersen and Collins’ purpose is to have students think about race, class and gender as systems of power, how the three categories matter in shaping everyone lived experiences, and to understand race, class, and gender are linked experiences. Furthermore, Anderson and Collins adopt an unbiased, and assertive yet friendly tone for his/her audience, the readers and others interested in the topic of race, class and gender. By doing this, the readers can relate to the struggles that the issues bring up, however the authors can still get their point or message across
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Although there has never been a time where racism has not existed, it has been occurring for decades and affects us as students and our health. This issue is relevant because its showing how racism can seriously affect our health and make us become lonely or depressed and affect the way we view ourselves. Teaching students to be proud of their traditions, historical figures and languages is also linked to improved behaviour and mental health. “Adults don’t necessarily poison children with fears about other people on purpose, but telling children they cannot trust certain people leaves them with no coping strategy to deal with their environment. This is linked to decreased mental health and a drop in school performance.
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It is, therefore, important to teach this history since it is expected to help these students also learn about themselves in the process. Therefore a creation of a curriculum that will teach black history is expected to have effects where black students understand and appreciate their heritage while white students and students of the other races focus on appreciating and incorporating the ideas shown by history in their day to day lives. This customs them into behaving and appreciating rather than judging and provoking. The curriculum is crucially important since it is expected to create units on literature to history that students can make connections with around the society and in the
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Minority perspectives provides educators with tools to oppose the policies and practices from dominant groups and questions their knowledge. Furthermore, interpretation is useful because understanding the problems of race needs to be perceptive from different academic subjects. We rely on our racial background and experiences to make sense of it and provide
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(pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students. It is crucial for an effective
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The diversity of student backgrounds, abilities and learning styles makes each person unique in the way he or she reacts to information. The intersection of diverse student backgrounds and active learning needs a comfortable, positive environment in which to take root. Dr. King continues by explaining, “Education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.” From back then to today’s society, kids are failing because they lack those morals that they need to succeed.
1390 Words | 6 Pages
To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.
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Without a doubt racism still has an influence in the education system. Students in school today are still harmed by prejudice in the system and this interview is verification for those instances. My interviewee and I attended the same elementary and high school together. We shared
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Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
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