Johnson (2018) helps us to identify the ways in which denial and resistance manifest in both conscious and unconscious ways in Chapter 8. In Chapter 9, he suggests ways to push back against systems of privilege. Create an action plan that synthesizes your new and emerging critical consciousness into actions you can begin immediately in your own practice as an adult educator. This can be 3 or 4 items and should be clearly connected to and supported by the course content.

I am embarrassed to say that I was one of society’s travellers denying I was part of the problem and looking for ways to getting off the hook by failing to recognize or assisting with injustice’s or other’s suffering. I am a White privileged male living in a predominately White privileged community. I will no longer deny injustice or suffering by others exists, although I have always minimized it if it does not concern me, and I have not become a social activist – up until now.

            I am probably like many men – and women – who are just confused with privilege, power, and difference. Johnson (2018, p. 97) used an example of a middle-aged man expressing frustration over whether to open doors for women. My parents taught me to always open doors for women and men should I be the first person through the door. When does opening the door become a ritual, conveying a cultural message that men are active, capable, and independent? In contrast, women are passive, incapable, and dependent, which exemplifies just another way to keep men in control? Am I now obliged to think about opening doors for other people and be held accountable when I do not? Where did “I was just being polite and not trying to dominate anyone” go?

            I realize as Johnson (2018) posits that my social characteristics locate me differently in relation to others, and differences in location bring differences in worldviews and resources and in power, vulnerability, and risk. I am now willing to take that risk and create an action plan that synthesizes my new and emerging critical consciousness into actions that I can begin immediately in my own educational practice. But I do realize critical consciousness takes commitment and work, and the help of others. My action plan consists of:

1. Shifting my point of view to some other aspect of my identity to see how it changes how I hear and what I am asking my learners to consider. See how it may be about me and not my learners.

2. Stop worrying about failing and what other people will think about me. Look more at what I will discover about myself in life’s journey. Remember that reality is constantly in flux, and the only thing we can count on is change. Everything is in the process all the time, including systems of privilege. (Johnson, 2018, p. 109).

3. Learn to be more aware and work toward a critical awareness of how systems work. Examine how systems of privilege are organized and operate in the context of my life and how I participate in them. Be critically conscious by being committed, work hard, and use the support of others. Self-awareness must be a part of my life and teaching practice. Be less politically correct and more politically aware and socially active.

4. In the classroom and Zoom meetings, be aware of how easily men dominate meetings and discussions by controlling the agenda and interrupting. Connect my choices and behaviour to the systems in which I participate. Enjoy the issues of intersectionality and how different forms of privilege combine and interact with one another. Look at male dominance and oppression and identify the problem correctly as a societal problem. Focus on all the forms of privilege those principles promote.

I have learned there is no way to avoid being part of the problem. At least I am aware of the problems and have solutions to solve them. I know I am White and privileged, but I will continue to open doors for women and men.

References

Johnson, A. G. (2018). Power, privilege, and difference (3rd ed.). McGraw Hill Inc.