Miami University Power and Privilege Discussion

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Question Description

DISCUSSION PREPARATION

To have productive discussions, it is important to prepare and to have something to contribute to keep the conversation going. To this end, you will choose roles that have specific tasks for your discussion groups. The objective is for each person to enter a discussion session prepared to share different perspectives that emerged from the same text.

REQUIREMENTS

Format. The roles differ and so do formats, so there is no length requirement for your discussion post. While you are welcome to include a summary, this is not the substance of your preparation. The task roles describe the expectation for each role and these will determine success. Your post should begin by introducing which role you will use.

ALL initial posts of task information is due on Tuesday by 11:59pm. You must post one thoughtful response each to at least two different peers' posts by Friday 11:59pm.

Your responses to peer posts need to:

  • Directly and thoroughly address all aspects of the initial response by either adding to their argument, correcting a statement of fact, or posing new questions connected to their response and the key concepts covered.
  • Include a minimum of 3 distinct references to course content (at least one must be from the course text) Cite your sources accurately.
  • Be written in complete sentences, use proper punctuation, and correct spelling.
  • Be respectful of differing points of view and follow proper Netiquette guidelines.

TASK ROLES

Director. The Director’s job is to facilitate a worthwhile discussion and to make sure the conversation has a great start and moves through smoothly. Depth is sometimes more useful in a discussion than breadth; you don’t have to push past a lively, engaged discussion just to make sure that you get to all your questions. Engagement in a question can indicate a well-crafted question. Directors help the group talk about the large ideas found in the text. Directors listen carefully to the direction and substance of the group’s discussion, balance the time spent on particular ideas, and make sure that everyone has the opportunity to contribute. The Director’s job is to facilitate not control the conversation, which means being particularly conscious that all voices and ideas are acknowledged.

Read the requirement and define files carefully, and please use simple language to finish.

Unformatted Attachment Preview

Power and Privilege: Presentations and Readings Defining our Terms - Power and Privilege Power. \ˈpau̇(-ə)r\ 1a (1) : ability to act or produce an effect (2) : ability to get extra-base hits (3) : capacity for being acted upon or undergoing an effect b : legal or official authority, capacity, or right 2a : possession of control, authority, or influence over others b : one having such power; specifically : a sovereign statec : a controlling group : establishment (链接到外部网站。)链接到外部网站。 —often used in the phrase the powers that bed archaic : a force of armed mene chiefly dialectal : a large number or quantity 3a : physical might b : mental or moral efficacy c : political control or influence Privilege. \ˈpriv-lij, ˈpri-və-\ a right or immunity (链接到外部网站。)链接到外部网站。 granted as a peculiar benefit, advantage, or favor : prerogative (链接到外部网站。)链接 到外部网站。; especially : such a right or immunity attached specifically to a position or an office Microaggression. \ˌmī-krō-ə-ˈgre-shən\ a comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group (such as a racial minority), behavior or speech that is characterized by such comments or actions We all move through moments of power and moments of powerlessness-whether it's social, physical, psychological, or political. We have read historical accounts of people taking and giving power in dramatic and even small, micro-aggressive ways. The giving and taking of power can be subtle or revolutionary. As we consider how power and gender intersect, we will necessarily consider the resonances of privilege that make the giving and taking of power even more complex. As you move through this section, consider the following questions: • What is the relationship between power and privilege? • How do power and privilege intersect with discourses about gender and race? Please be sure you have read the following module information that introduces the concepts and topics that we will explore together in this module. Some texts may repeat: 1. Chapter 3: Learning Gender Introduction AND choose 1 essay in this section 2. Chapter 4: Inscribing Gender on the Body Introduction AND choose 1 essay in this section 3. Chapter 2: Systems of Privilege and Inequality (Introduction) 4. Peggy McIntosh, "White Privilege and Male Privilege" (WVFV) 5. Evin Taylor, "Cisgender Privilege" (WVFV) 6. Chimamanda Adichie,The Danger of a Single Story (链接到外部网站。) 链接到外部网站。 (TED Talk) and/or We Should All Be Feminists (链接到外部网站。)链接到外部网站。 (TK) 7. Jackson Katz’s TED Talk (链接到外部网站。)链接到外部网站。, "Violence Agains Women--it's a men's issue" 8. Byron Hurt, "Feminist Men" (WVFV) AND choose two of the following: 1. Parody (链接到外部网站。)链接到外部网站。 on white fragility in the workplace 2. She’s Beautiful When She’s Angry (2014) 3. “The ‘Act Like a Man’ Box,” Paul Kivel https://www.google.com/url?sa=i&source=images&cd=&ved=2ahU KEwiivaD1sJHgAhWC_YMKHUyFDnoQjRx6BAgBEAU&url=http%3A %2F%2Fdailycampus.com%2Fstories%2F2018%2F3%2F28%2Fopinionbe-a-man&psig=AOvVaw1zGFLBlorOy2_CgUb5YDL&ust=1548796005257039 (链接到外部网站。)链接到外部网站。 4. “Masculinity as Homophobia: Fear, Shame, and Silence in the Construction of Gender Identity,” Michael Kimmel 5. “White Fragility: Why It’s So Difficult to Talk to White People about Race” https://www.mprnews.org/story/2018/07/05/robin-diangelo-onwhy-its-so-hard-for-white-people-to-talk-about-racism (链接到外部网 站。)链接到外部网站。 Power and Privilege - Discussion DISCUSSION PREPARATION To have productive discussions, it is important to prepare and to have something to contribute to keep the conversation going. To this end, you will choose roles that have specific tasks for your discussion groups. The objective is for each person to enter a discussion session prepared to share different perspectives that emerged from the same text. REQUIREMENTS Format. The roles differ and so do formats, so there is no length requirement for your discussion post. While you are welcome to include a summary, this is not the substance of your preparation. The task roles describe the expectation for each role and these will determine success. Your post should begin by introducing which role you will use. ALL initial posts of task information is due on Tuesday by 11:59pm. You must post one thoughtful response each to at least two different peers' posts by Friday 11:59pm. Your responses to peer posts need to: • Directly and thoroughly address all aspects of the initial response by either adding to their argument, correcting a statement of fact, or posing new questions connected to their response and the key concepts covered. • Include a minimum of 3 distinct references to course content (at least one must be from the course text) Cite your sources accurately. • Be written in complete sentences, use proper punctuation, and correct spelling. • Be respectful of differing points of view and follow proper Netiquette guidelines. TASK ROLES Director. The Director’s job is to facilitate a worthwhile discussion and to make sure the conversation has a great start and moves through smoothly. Depth is sometimes more useful in a discussion than breadth; you don’t have to push past a lively, engaged discussion just to make sure that you get to all your questions. Engagement in a question can indicate a well-crafted question. Directors help the group talk about the large ideas found in the text. Directors listen carefully to the direction and substance of the group’s discussion, balance the time spent on particular ideas, and make sure that everyone has the opportunity to contribute. The Director’s job is to facilitate not control the conversation, which means being particularly conscious that all voices and ideas are acknowledged. As Director, you will provide: • 5 – 7 open: https://examples.yourdictionary.com/examples-of-open-endedand-closed-ended-questions.html questions (or their equivalent in depth/insight). • A response to the course material's major concerns and concepts (several clear topics of interest) Locator. The Locator’s job is to find particularly relevant or surprising passages or information in the text that should be discussed. The goal is to consider the interesting, powerful, puzzling, or important sections in the course material more closely and to discuss the impact and connections between those passages and other ideas and contexts within the course. As Locator, you provide: • Clear and cited references to at least 3 specific passages, including pages and locations (paragraph, etc.) where passages can be found • An accompanying explanation for each passage that proposes meaning and relevance, not summary Contextualizer. The Contextualizer’s job is to find connections between this text and other material from class, other texts outside of class, personal experiences, community concerns, and the outside world in general. For example, a Contextualizer might consider how this text or its topics connect to what we are hearing about in the news or other arenas of life. There are no right answers here, but the stretch to tie ideas and events together is the task. A Contextualizer uses research to locate important statistics and information from other sources to aid in understanding events, choices, or groups within the text and/or to inspire discussion about events, choices and characters outside the text. As Contextualizer, you provide: • At least 3 explored and explained connections that can be made between course material and external information • An explanation of how and why such connections can be made • Cited resources for your connections that can be easily accessed by group members Assignment Resources: • Finding Academic Sources (Links to an external site.)链接到外部网站。 • APA Formatting (Links to an external site.)链接到外部网站。 • Writing Assistance (Links to an external site.)链接到外部网站。 • Netiquette Guidelines (Links to an external site.)链接到外部网站。 • Instructor Contact Information ...
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Tutor Answer

agneta
School: New York University

Attached.

Running head: POWER AND PRIVILEGE

1

Power and Privilege
Student’s Name
Institutional Affiliation
Date

POWER AND PRIVILEGE

2
Student 1

The response accurately discusses the issue of power. The lens through which the student
viewed power and privilege were greatly influenced by their social status, religion, race and sexual
identity. The student satisfactorily responded to the discussion question. The student identifies that
the privilege that one enjoys affects how they look at those who are less privileged. The argument
he puts forward is that privileged groups can minimize the entire idea that there are less privileged
groups out there. To this end of the discussion, it is prudent to add that the less privileged groups
are always marginalized in our society. This is contributed to b...

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Anonymous
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