Week 2: Alan Johnson's "Power, Privilege and Difference"
_____ Argues that . . .
In this reading, Alan Johnson argues that culturally constructed dynamics of power and privilege define our society, the opportunities afforded to different people, and the daily lived realities of our population.
Three Talking Points:
- Early in Chapter 1, Johnson discusses the importance of language and not capitulating to the people who work to twist these terms to reflect a politicized, defensive, debate-me-bro mentality. Johnson writes, ". . . if we dispense with the words we make it impossible to talk about what's really going on and what it has to do with us." (Chapter 1, page 2) It immediately makes me think of this past year, where words like inequity, diversity, privilege, segregation, discrimination, and hundreds more have literally been banned by our government.
- In Chapter 3, James Baldwin's commentary on whiteness is used to articulate the point that race and the privileges that it affords are cultural and social constructs, and it makes me wonder about how this reality manifests itself in school settings, both teacher-to-student and peer-to-peer.
- At the end of this reading, Johnson makes the point that addressing the issues of power and privilege is hindered by the disconnect between being privileged and feeling privileged. It did bring to mind a circumstance in my school, where a student who faced suspension screamed in the front office, "The white kids never got in trouble in this school!!!" He was then faced by a parent who needed to explain to him that he was, in fact, white. It is fascinating to see this disconnect arising in a 12-year-old.
Making Connections
All our scenario questions in the activity "Where Do You Stand" are questions of power and privilege. Should a teacher have students dress up in costumes of a community that has faced genocide and centuries of oppression? Is a father-daughter dance appropriate? Should we infer on a onesie that this baby will have lots of sex when they grow up? All of these are questions of power and privilege.
This reflection powerfully captures one of Johnson’s central claims: that systems of power and privilege are not abstract ideas, but lived structures that shape language, opportunity, and perception from a very young age. The connection you make between Johnson’s emphasis on language and the recent banning of terms like inequity, privilege, and segregation is especially striking. Johnson’s warning that removing language makes it “impossible to talk about what’s really going on” feels painfully relevant when the tools for naming injustice are deliberately stripped away. Without shared language, conversations about power are reframed as personal attacks rather than structural critiques.
ReplyDeleteYour attention to Baldwin’s discussion of whiteness also raises an important question about schools as sites where privilege is both reproduced and misunderstood. Classrooms are often presented as neutral spaces, yet they reflect the same cultural norms and power dynamics present in the wider society. Teacher expectations, disciplinary practices, and peer interactions all become places where socially constructed privilege shows up, often invisibly to those who benefit from it.
The example you share about the student in the front office is especially revealing. It illustrates Johnson’s point about the disconnect between being privileged and feeling privileged, and how privilege can remain unseen even to those who occupy it. That this confusion emerges in a 12-year-old underscores how early these narratives are internalized, and how deeply emotional and identity-based conversations about privilege can be. It also highlights how privilege does not protect people from hardship or discipline, but it does shape patterns of who is more likely to be disciplined, believed, or protected over time.
Your connection to the “Where Do You Stand” activity ties everything together effectively. Each scenario forces us to confront whose comfort is prioritized, whose identities are trivialized, and whose voices are often excluded. As Johnson suggests, these are not questions of individual intention but of systemic power. Recognizing that difference is what allows real reflection and, ultimately, change.
I appreciated your reflections on Johnson’s emphasis on language and how discussions around privilege can quickly become defensive or politicized. Your connection to the banning of certain terms stood out to me, as it highlights how avoiding language makes it difficult to address what is really happening within systems of power.
ReplyDeleteThe example you shared about the student in the front office also resonated with me. As a school nurse, I often work with students in moments of vulnerability, and this reading, along with your post, made me reflect on how differences in privilege show up in less visible ways within school settings. One example I see is chronic absenteeism, which often affects students from lower socioeconomic backgrounds who may face barriers such as transportation challenges, unstable housing, or family responsibilities. Johnson’s focus on systems rather than individual intent helped me rethink how absenteeism is sometimes viewed as a personal choice rather than the result of structural challenges. Your post encouraged me to consider how school staff can respond to these patterns with greater understanding and awareness rather than blame.
Thank you for being the first to publish a blog. This has helped me greatly in working on my own blog!
Such a thoughtful post and thoughtful comments as well. This is the dialogue that gets me excited about teaching and learning.
ReplyDeleteI really enjoyed your reflections! Your connection of Johnson’s point about language to real-world examples shows how controlling words can limit conversations about real issues. I also thought your link to Baldwin’s ideas on whiteness in schools was powerful. The story about the 12-year-old student perfectly illustrates Johnson’s point about the disconnect between being privileged and feeling privileged. It’s striking to see these dynamics so early, and it really highlights how important it is for educators to help students recognize and understand power and privilege. Your post made the theory feel very real and relevant.
ReplyDeleteHi Tom,
ReplyDeleteYour analysis was direct and to the point. I think you spent a great deal of time truly understanding Johnson's message and conveying it in a way that was easy for the reader. Your connection back to our first class session highlighted how many of the questions we access address power and privilege. When we truly examine the complexity of the question itself we are able to unpack the privilege and who is being affected by the privileges. The idea of being privileged versus 'feeling' privileged was something I actually missed in my initial read. I can relate it to the idea that Johnson explains in being marked and unmarked. When we are unmarked we go through life never feeling like we have privileges because we are never faced with not having the privilege. When we are shielded to the idea of privilege it is hard for one to 'feel' the effects of privilege.
Really interesting reflections here. I like how you connected the reading to what you've actually seen in school. The example of the student screaming shows why language and these conversations matter so much.
ReplyDelete