chapter  2
17 Pages

Pedagogy for the Privileged: Addressing Inequality and Injustice without Shame or Blame

In my (Tim’s) more than 20 years as an anti-racism educator, speaking about and organizing against racism and institutional white supremacy, there are two questions that other educators have asked me far more often than any others: “How can we get Whites to agree that they have unearned privileges, given their day-to-day struggles, which lead most to believe otherwise?” and “If we do convince Whites of their unearned advantages, why would they be willing to give those up in the service of a more equitable society?” The same questions arise with regard to getting men to critically explore patriarchy, upper-middle class and affl uent persons to examine the class system from which they benefi t, and heterosexual and gender-normative people to interrogate their privilege.