Building the Pedagogy of Privilege and Intersectionality

Building the Pedagogy of Privilege and Intersectionality Sex Roles (2014) 71:359–362 DOI 10.1007/s11199-014-0409-1 BOOK REVIEW Deconstructing Privilege: Teaching and Learning as Allies in the Classroom. Edited by Kim A. Case, New York, Routledge, 2013. 243 pp. $42.95 (softcover) ISBN:978-0-415-64146-3 Jeannetta G. Williams Published online: 27 August 2014 Springer Science+Business Media New York 2014 Although scholarship on privilege has bourgeoned since the for one’s outcomes. Wise and Case contend that in order for publication of McIntosh’s(1988) seminal work, there remains learning about privilege to take place, it is important for in- a dearth of literature regarding privilege studies pedagogy structors to identify potential “barriers” (p. 18). These barriers (Case et al. 2012). Much of the work in privilege studies has to learning are predominantly psychological—avoiding being focused on white privilege and other privileged identities viewed as racist in the eyes of others, feeling complicit in the (e.g., male, heterosexual, able-bodied) to a lesser extent suffering of others, and fear of losing one’s privileged status. (Coston and Kimmel 2012). Pedagogical scholarship Students may engage in defensive behaviors, such as focusing concerning privilege and intersectional identities is rare (Case on personal experiences of oppression to avoid focusing on 2013). From women’s studies to psychology, an array of unearned benefits Sex Roles Springer Journals

Building the Pedagogy of Privilege and Intersectionality

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Copyright © 2014 by Springer Science+Business Media New York
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
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