Silent Discussion: Privilege and Oppression

Topics and Competencies

Awareness of Structural Inequality, Knowledge of Identity-General Characteristics of Inequality

Grade Level

High School, College/Adult

Subject Area Integration

None

Author(s)

Christy M. Byrd

Source

Christy M. Byrd

Date Created/Most Recently Revised

February 2018/March 2021

Time

30-60 minutes

Setting

Most appropriate for in-person settings

Type and Level of Engagement

Individual Work, High Engagement

Accessibility

Learning Objectives

• Reflect on beliefs and experiences related to privilege and oppression

Materials

• Giant sticky notes

Instructions

• This activity is designed to take students out of their usual modes during class discussion. To that end, I recommend doing this activity outside of the normal classroom.
• Before the meeting, have participants read about privilege and oppression. One recommendations is Alan Johnson’s Privilege, Power, and Difference Chapter 2. I asked students to take notes on their reactions and questions as they read.
• Write the prompts on giant sticky notes and place them around the room. Ensure that there is enough space between each note for participants to write on the notes and read what is written.
• Prompts:
  • I don’t believe…
  • I’m surprised that…
  • I already knew that…
  • I’m wondering…
  • I’m afraid to say/ask…
  • What if…
• Invite participants into the room and give them the following rules:
  • You cannot speak
  • You should write responses to the prompts and to each other’s comments
  • Keep circulating and writing during the entire time
• Encourage participants to spread out at the start and to continue circling the room, reading comments and responding to them. Allow the participants to continue until you feel there has been sufficient discussion. To keep the conversation going, add new prompts or follow-up questions during the session. For example, I added a “respond to these” prompt with an arrow pointing to the “I’m afraid to ask” note. I also posted a blank note for open conversation.
• This activity may be de-briefed in several ways:
  • Have a traditional large group discussion
  • Have students audio-record their reaction to the discussion as homework. My reflection prompt is usually an open-ended, “What happened today?”

Variations

Extensions

Assessments

Evidence of Effectiveness

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