Here's an explanation of how the privilege exercise works in a classroom
- which is where it was intended to be used. And more from the source
. I'm intrigued by the statement that ... the people on one end of the room had to work harder to be here today than the people at the other end of the room.
It's followed later in the exercise by a statement that having privilege "doesn't mean you worked less hard". So, uh. Which is it? *
The exercise seems to be, as crafting_change
(and others, but especially her) noted, coming from a pretty weird place on social vs. economic class. If you follow the source link & look at their "social class awareness quiz", you'll see questions that gain you "blue points" such as:What are Kona and Blue Mountain?
And countering, "red point", questions:What is 10W40?
a. An Unemployment form
b. A kind of oil
c. A criminal background check
d. A truck
Dude, that quiz needs a "how do you feel" debrief afterwards. Words like "unemployment" and "criminal" do not even APPEAR on the blue point list. If the questions are peppered with social-knowledge kinds of things like WWF and Vivaldi, and with an obvious bent that WWF = poverty, criminality, etc., Vivaldi = wealth, consumption, etc. AND each has a particular set of educational biases. Ah. I'm not making fantastic sense here, but I am now bothered by this exercise. I think it sets out to point out background differences in a way that is already pretty classist.
* Which is part of the point of a meaningful class discussion - neither statement is exactly true.
PS. Y'all are fantastic at teaching me about the world and your perspectives.