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Alex, Carrie, Stephanie
How are we privileged as educatorsIn most situations as an education your in position of authority. You hold the power over your students, because you seen as more knowledgeable. Also, as an educator in canada, we have more privilege than other options, that do not hold the same value in teachers.

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Sara, Susanna, Marilu: How might privilege affect students socially and academically?

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Sara, Susanna, Marilu: How might privilege affect students socially and academically?

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Academically
- have better relationships with teachers and guidance counsellors
- receive more support and encourage from teachers
- better academic resources
- this creates the opportunity to get higher grades, excel in more competitive classes/programs, get into better post secondary educations
Socially
- bigger friend groups
- more easily accepted amongst peers due to either having financial privilege, white privilege etc
- more easily able to network with peers/colleagues etc

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As an educator, how am I in a position of privilege?

Went to post secondary school

We hold a position of power in the classroom

We decide what/how lessons are taught

We are privileged to go to different cities to teach

Part of several unions that protect teachers

We have a voice to advocate for our student

Access to resources such as laptops, books, library

Similarly, the lay usage of privilege means to be lucky, to have fortunate Opportunity and to benefit from this luck and opportunity. (p.104)

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How can privileged teachers educate students on how to start to unpack the problems that the dominant group has created for minority peoples?

- Self-awareness as teachers that we stand in a position of privilege
- Have students share their experiences in small group discussions. This helps establish community. Also, have them participate in activities to express privilege (Learning for Justice)
- Asking the right questions as teachers (open-ended, higher-order and closed-ended questions (Learning for Justice)

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The reading states that "we are not taught in schools and mainstream culture about the experiences of minoritized groups. This makes it difficult for dominant group members to see oppression, or to believe accounts of it happening to others" (Sensoy and DiAngleo110). What are examples of ways that we as teachers can ensure that the experiences of minoritized groups are taught in our classrooms?

As teacher we can integrate the experiences of minoritized groups into the classroom by creating a "community of collaboration and curiosity ... [and] encouraging reflection and critical thinking" among the students. By working towards culturally responsive pedagogy we can "identify and disrupt settler colonialism and systemic racism" which we can supplement by encouraging frequent an honest conversation (Teaching Beyond the Land Acknowledgment | The Heart and Art of Teaching and Learning).

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In order to minimize exposure to COVID-19, many educators will be teaching and learning outdoors. This is a wonderful opportunity to re/connect with land, explore environmental justice through inquiry, and integrate First Nations, Inuit and Metis peoples' knowledge and perspectives throughout the curriculum.

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Christina Giovannoni, Lecs Petel, Jordan Kaefer

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Christina Giovannoni, Lecs Petel, Jordan Kaefer

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Question: As an educator, how am I in a position of privilege?

As educators, we are aware of the instant power dynamic that is present between our respective roles and students. There is also a general awareness that educators stem from educated backgrounds (ie. post secondary schooling, degrees, etc) so those who are able to become educators are known to have had access to opportunities and resources that others may not typically have or be able to obtain. In a way, educators are part of a dominant group "because dominant groups occupy the positions of power, their members receive social and institutional advantages; thus one automatically receives privilege by being a member of a dominant  group" (Sensoy and DiAngelo, pg. 104). Not to mention, some educators may take it upon themselves to discipline their students which reinforces power imbalance within the classroom.

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Question -As an educator, how am I in a position of privilege? - Group members - Tayler Gorman, Megan Stevens, Deanna Bekiaris

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Question -As an educator, how am I in a position of privilege? - Group members - Tayler Gorman, Megan Stevens, Deanna Bekiaris

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As we are educators the position we hold is an authoritative one that can be found in a social hierarchy. Teachers are the boss, look down upon students. On the other hand, students have to look up and learn from the teachers.

An example of teachers having privilege is a group member was applying for scholarships and needed their average to be brought up 2%. The school and teacher would not support this student.

A quote that really spoke to our group was " While  this  metaphor  may  be  useful  for  understanding  privilege,  we  do  not  want  to reinforce the idea of privilege as natural or an outcome of luck and happenstance; privilege is  neither.  Privilege  is  socially  constructed  to  benefit  members  of  the  dominant  group. (p.104)."

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How might privilege affect students socially and academically?

- Majority of the time we often only look at how privilege affects students socially and not academically
- Socially privilege may exclude students from certain friend groups and/or school activities
-I.e students who involve themselves in after school sports or activities, not all can contribute and this could contribute also to their academic success
-Academically we as educators/teachers can show privilege in how we word questions or assignments without knowing it
-As educators, we should pay attention and react to trends in conversations. For instance, if we pay attention to discussions we can begin to ask ourselves: Who is speaking up? Who is staying silent? Which voices are more dominant than others?
-In the resource "Learning for justice: Classroom Resources:Lesson Ideas" Do Something performance tasks ask students to demonstrate their anti-bias awareness and civic competency by applying their literacy and social justice knowledge in an authentic real-world context

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Q: How can educators recognize and acknowledge the differences in privilege in our classrooms?

A:
-Witness the interactions of students
-Observing the classroom/on the playground
-Financial privileges. For example, school trips.
-Recognizing the competitions of wearing brand named clothing
-Differences in language For example, ELL, ESL, immigrant/refugee.
-Financial differences: for example, the ability to use laptops at home, attending school, trips, lunch or snacks.
-Privilege in race due to lack of representation

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How might privilege affect students socially and academically?

In regard to academics, some students may have more resources and opportunities than others which would allow them to get more help academically, while other students may be struggling as well, but not be able to obtain the resources that they need. Even something as simple as most scissors being available for right handed individuals and not left handed individuals shows privilege to right handed people, which was discussed in Chapter 6 of Is Everyone Really Equal?

When looking at social groups, privilege affects who we are able to interact with and our acceptance of each other, such as being picked for a sports team. Someone with an abled body will most likely be picked before someone with a disability and that will have a social impact.

As educators, it is our responsibility to take these things into consideration and help our students when they need it. Not only that, but we have to do our best to fight privilege in the classroom and create one that caters to diversity of all kinds. Equity in the classroom on both a social and academic not is something that we should all strive for.

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Danesha Jeeva, Nadia Santoriello, Cassandra Piccoli

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Danesha Jeeva, Nadia Santoriello, Cassandra Piccoli

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Q: We are aware that nothing is "neutral" and that everything is informed by power and privilege. In what ways do schools and classrooms partake in privilege and intentional/unintentional ableist practices? How can we remain mindful and acknowledge it within our teaching?

- When we fail to recognize the diversity that is present within our schools and fail to acknowledge the different strengths that can be provided in our community is when we begin to partake in ableist practices
- Implement culturally responsive and relevant pedagogy to ensure that we are being equitable and bringing diversity into the content that we teach
- Getting to know our students - this can allow us to determine which students have privilege and which do not, and help us to identify what needs certain students have in order to create a more equitable learning environment (we can be more intentional about the choices that we make because we're more aware)

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Sarah Ferrari, Alana Gnida, Julia Ciardulli

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Sarah Ferrari, Alana Gnida, Julia Ciardulli

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Question: How might privilege affect students socially and academically?

Academically - Privileged students may have more access to resources, technology or academic supports. Students who are less privileged may have parents that have less time to spend with them on their education due to the need to provide for their families.

Socially - Those who are in the working class have less resources therefor their children are less likely to be able to participate in extra curricular social settings. Students who are less privileged may also be taking the stress of their home lives into school which can cause issues in their social and academic life. There can also be social divides between students of different privileges.

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How can we both recognize and acknowledge the differences in privilege in our classrooms

while also trying to maintain an atmosphere of equality among our students? Could discussing privilege actually lead to a more equitable space? Or cause a greater divide?

Our group read a book during our first year called "fish in a tree" that discussed each student being different, you can't test each student the same, it made her think about ableism and privilege.

We can teach our students what it means to have privilege in any setting. Whether we have a greater divide or equitable space depends on the teacher, if the teacher guides them to read certain novels it can create open-mindedness but to force them into reading the book and analyzing the meaning of privilege, it will create a greater divide.

Resources:
Student Text (Books, novels etc.)
Biographies choosing individuals of various backgrounds
History- looking for the alternative story
Student tasks- alternative tasks for student needs/interests

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Sabrina Melillo, Mariam Sheikhali, Keerthana Selvaruban 

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Sabrina Melillo, Mariam Sheikhali, Keerthana Selvaruban 

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Q: How might privilege affect students socially and academically?
A: Privilege affects students socially because there are biases found within the classroom and school community. Students who are privileged might find it easy to navigate the school because the institution is designed to help them succeed, whereas students who are underprivileged might find it more difficult because the institution is not designed to cater to their needs.
Academically because there is streaming that happens, lack of resources, location of school, available opportunities.

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Question: As an educator, how am I in a position of privilege?

Answer:
- power and authority in the classroom
- upbringing: privileged as a Canadian citizens, privileged to speak the english language
- privileged in the sense of attaining higher education - university degree
- just because we are in a position of privilege, does not mean we have all the control in the classroom, we need to balance the power, show students we are learners alongside with them - have an open mind set and be able to see students view points
- privileged to be able to have access to resources as a result of our career
- we are privileged especially if the school we work at is well funded and has lots of good technology

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Choose one question to answer incorporating the resources in Teaching Beyond Land Acknowledgment and Classroom Resources from Learning For Justice 

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Choose one question to answer incorporating the resources in Teaching Beyond Land Acknowledgment and Classroom Resources from Learning For Justice 

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Learning for Justice: Classroom Resources :Lesson Ideas 

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Learning for Justice: Classroom Resources :Lesson Ideas 

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From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

Not sure where to begin? Get to know our Social Justice Standards, anchor standards and age-appropriate learning outcomes divided into four domains-Identity, Diversity, Justice and Action. The Standards provide a common language and a road map for anti-bias education at every grade level.

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From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

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Teaching Beyond the Land Acknowledgment 

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Teaching Beyond the Land Acknowledgment 

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In order to minimize exposure to COVID-19, many educators will be teaching and learning outdoors. This is a wonderful opportunity to re/connect with land, explore environmental justice through inquiry, and integrate First Nations, Inuit and Metis peoples' knowledge and perspectives throughout the curriculum.