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White Privilege: Unpacking the Invisible Knapsack By: Peggy McIntosh

White Privilege: Unpacking the Invisible Knapsack By: Peggy McIntosh. Lauren Delaney. What is the author trying to argue?. White people have unearned advantages in society due to skin color. Most are unaware of white privilege. People are taught about racism, not privilege.

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White Privilege: Unpacking the Invisible Knapsack By: Peggy McIntosh

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  1. White Privilege: Unpacking the Invisible KnapsackBy: Peggy McIntosh Lauren Delaney

  2. What is the author trying to argue? • White people have unearned advantages in society due to skin color. • Most are unaware of white privilege. • People are taught about racism, not privilege. • Even though men are aware of women’s disadvantages, men do not recognize their male privilege. • Men want to work to improve women’s status, but not lessen their own.

  3. How does the author try to explain the argument? • “I have come to see white privilege as an invisible package of unearned assets which I can count on cashing in each day, but about which I was “meant” to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks.” • List of 26 skin-color privilege conditions • School systems and obliviousness • White people are taught to identify racism as putting others at a disadvantage; however, white people are not taught about white privilege putting them at an advantage.

  4. Does the author assume the “white middle-class woman” norm? • No, McIntosh discusses white privilege. Identifies how it hinders others and how it can be changed. • The article is about recognizing and deconstructing “norms.”

  5. Article Strengths • McIntosh fully analyzes white privilege: • Discusses how it is formed. • Provides examples that allow readers to fully recognize and understand white privilege. • McIntosh understands the concept of interlocking oppressions—how gender, race, ability, age, and class all relate to one’s oppression. • Eye-opening. • Clearly articulated points makes it easy to understand.

  6. Article Weaknesses • No mention of ways that change can occur on small or large levels. • What actions can individuals, school systems, organizations, and communities take to change the historical pattern of white privilege?

  7. Diversity Training Manual • Implement list of 26 skin-color privilege conditions: • Help clearly explain what skin-color privilege is. • Help the workforce understand skin-color privilege on a personal level. • Integrating all forms of privilege—ethnicity, gender, ability, age, and class—the workforce can educate employees on all forms of privilege. • By including suggestions on how individuals and companies can change the historic pathway of white privilege, education could occur on how change can begin to be made.

  8. My Suggestions for Change • K-12 School Systems • Colleges • Class • Housing • Personal

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