Johnson, Privilege, Power, and Difference

     Allan G. Johnson explains that privilege is not mainly about individual people being "good" or "bad", but about how social systems are structured. He argues that people often benefit from advantages they did not personally earn and may not even notice. This shifts the focus away from blaming individuals and toward understanding how institutions and everyday norms shape unequal outcomes. Johnson's point is that privilege can feel invisible to those who have it because it is built into what is considered normal. 

    He also emphasizes that inequality is reproduced through systems like schools, workplaces, and other institutions, not just through intentional acts of discrimination. Even when people do not meanto contribute to inequality, they still participate in systems that produce it. This idea challenges the assumption that fairness only depends on individual intentions. Instead, Johnson pushes readers to think about how change requires recognizing and addressing the structures that maintain privilege and power over time. 

Teaching for Social Justice

 The introduction to Rethinking Our Classrooms: Creating Classrooms for Equity and Social Justice argues that schools should do more than teach academic content, they should prepare students to become thoughtful, engaged citizens who can contribute to a more just society. The authors emphasize that effective teaching begins with understanding students' lives, cultures, and experiences, making learning relevant and meaningful. One idea that stood out to me was the statement that "curriculum should be rooted in children's needs and experiences." As a special education teacher, I see this everyday. Students are more motivated and successful when lessons connect to their interests, strengths, and backgrounds. The reading also stresses the importance of including the voices and experiences of marginalized groups in the curriculum so that every student feels represented and valued. 

    Another important takeaway was the idea that "critical teaching requires vision, support, and resources, not magic." This acknowledges that creating equitable classrooms is not something teachers can accomplish alone. Schools NEED adequate staffing, professional development, and administrative support to truly meet the needs of all learners. I also appreciated the authors' belief that academic rigor and social. justice should work together rather than compete with one another. High expectations should exist for every student while ensuring they have the support and opportunities needed to succeed. Overall, the authors' argue that schools should create inclusive, student-centered classrooms where all students feel safe, respected, challenged, and empowered to think critically, advocate for themselves and others, and make meaningful contributions to their communities. 

Introduction

 My name is Jill and I am 24 years old. I graduated from Providence College with a Duel Bachelor's Certification in Elementary and Special Education. I am currently pursuing my Masters in Reading at RIC. I am a special educator in East Providence. I teach grades 2nd-5th self-contained. On my free time, I love to workout, take walks, go to workout classes, read, hangout with my family and friends, travelling, and going to the beach. I also enjoy shopping specifically on Amazon. I was born in Rhode Island and am from Warwick. I am the middle of two brothers, Matt and Mark.