Emily Burgis
More on Social & Cultural Contexts
Social and cultural contexts are important for understanding how learners learn. The spheres of privilege that individuals inhabit is the capital they bring to education. What is in our "backpack" changes how and what we learn. Students are not empty heads that need filling, rather they are people with their own unique set of experiences that frame new learning experiences. As educators it is important to explore our own identity but also to consider how the context of learning changes how and what is learned by those around us.
Peggy McIntosh in White Privilege: Unpacking the Invisible Backpack explores the concept of white privilege in opposition to racism. McIntosh points to the interlocking hierarchies in our society and asserts that just as there is systemic male privilege, there is also white privilege (McIntosh, 1989). This article functioned as my working definition of privilege: something that puts me at an advantage, which I did not earn. In occupying different spheres of privilege we gain access to our world in ways in which we did not earn. We are not taught, according to McIntosh, to examine, recognize or question our privilege nor our role in perpetuating disadvantage. In order to explore the different contexts learners learn in and live in, we must also recognize and question these different spheres of privilege and disadvantage. There are both positive and negative advantages to possessing privilege and those in positions of privilege that support hierarchies that facilitate disadvantage need to recognize their active role in oppression (McIntosh, 1989). In being a privileged member of dominant culture we can openly criticize it (MacIntosh, 1989.). We should, therefore, work towards a world in which positive privileges are enjoyed by all, such as being able to work a job you are qualified for regardless of your race.
Privilege is, in many ways, at the core of social and cultural contexts for education. In recognizing spheres of privilege, power and hegemony we can begin to critically examine our world order. These sphere reach into our culture and society whether it is looking at racism, sexism, ageism, classism, heternormativity, or language, to name a few.
Leadership in Social & Cultural Contexts
History is full of leaders who have challenged the norm and questioned dominant culture. It has been through acts of leadership that awareness and change has happened. Leaders like Rosa Parks ,who quietly but firmly refused to move from her seat on the bus, to Martin Luther King, who demanded racial equality. These leaders recognized their lack of privilege and worked to change the hierarchies that disadvantaged them. In doing so a more equitable world emerged. Another leader who has questioned her social and cultural context is Malala Yusafazai. Malala is the young girl who spoke out against the Taliban regime for women’s rights and the rights for girls’ education. He life, like many who fight dominant culture, was in jeopardy but as a result of her work Pakistan passed a bill on Educational Rights.
Leaders do not just have to occupy spheres of disadvantage but can come from within places of privilege. In seeing inequality or injustice these leaders can question dominant culture to change it. For example, the singer Ryan Macklemore wrote a song “Same Love” that addresses homophobia in dominant culture and rap culture.
He challenged and questioned current heteronormative practices. This song became mainstream and even won him a Grammy. This is significant because he is not a gay man fighting for gay rights, he is a straight man fighting for an end to homophobia and heternormativity. He is not a conventional leader but rather has emerged as a leader, not just in the musical community, but in popular culture because he called out and questioned dominant practices. Leaders come in all different forms and emerge from all types of situations.
Digital Literacies in Social & Cultural Contexts
When discussing the idea of being digitally literate often the question of equity comes in to play, especially when addressing digital literacies in schools. In the school I work in most students come from very affluent families. Most of my students have smart phones with data plans and their own laptops. This affords me, as an educator, opportunities to explore digital literacies in a way I may not be able to in a different school. However, not all of my students are affluent. I cannot make that assumption. From my learning on this topic I recognise I must build into my digital literacies options that will allow students discreet ways to participate without forcing them to demonstrate their position of disadvantage.
However, digital literacies can also bridge that gap. Instead of having students generate hard copy portfolios which can become expensive to create, students can opt to create electronic portfolios if they don’t have the (financial) means (or the desire) to create a hard copy. In this way digital literacies allow for students without privilege to still demonstrate their learning and creativity. Furthermore, there are so many digital tools that are now available for free. Students in underprivileged areas can access them through their classroom or school library and have resources available to them that in past generations would only be accessible to those of privilege. Well on the one hand affording technology can create a digital divide, it is also a very affordable way to close the gap. When used with thought and purpose digital literacies can give learners from all social and cultural backgrounds a voice. It can also help us recognize or question our privilege and work towards creating a more equitable world.In this way by understanding the social and cultural contexts of our learners we can use digitally literacies to give a voice to those who don't always have one.
Conclusions
In understanding, recognizing and questioning the social and cultural contexts in which we live we can work towards creating a better world that is more equitable and just. Our students are part of this world and, as cliché as it may be, they are our future. I have learned it is important to help students learn to see the spheres of privilege and disadvantage and give them tools to change. It is also important to recognize what students bring to my classroom. Learning does not happen in a vacuum and no classroom is ever neutral. My own experience, beliefs and bias shape how I frame my lessons and interactions. As a result of my learning in this program I can better examine my own identity and support my students in the process of exploring theirs. I hope that I can continue to fight for equity within my classroom and help create students who are not afraid to fight dominant culture and hegemony when they see it.
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