Learning activity

Reflecting on intersectionality with interactive document

Guide students to explore intersectionality and reflect on their social identities through interactive document.

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Created by:

Sam Passeport

No Borders Learning

Pedagogy

Critical pedagogy

Learning outcome

Prep time

Low (<10 min)

Activity type

Learning Activity

Why this learning activity?

Learning activities targeting high-order skills like this one can help you activate students more effectively. This learning activity will help you with:

Identify personal positionality

Students will recognize and articulate their own socio-material identities and positions using the wheel of power and privilege as a framework.

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Analyze intersecting systems of privilege and oppression

Students will examine how overlapping aspects of identity (such as race, gender, sexuality, and ability) interact with experiences of (dis)advantage within systems of oppression.

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Engage in critical self-reflection and dialogue

Students will reflect on their relationship to privilege and power, formulating thoughtful questions and insights that contribute to inclusive and empathetic classroom discussions.

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Activity setup

Activity steps Activity goals Tools used In this activity

Reflecting on intersectionality with interactive document

Start using this template

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Activity steps

Read instructions: Students go through the instructions to understand the activity requirements.
Social Annotation: Students open the interactive document to answer the questions and discussion threads incorporated into the image ‍
Reflection: Students reflect on their key takeaways from the exercise

Learning Activities Used

Interactive Document

Student-Content engagement to stimulate student success

In this activity

The focus of the activity is the concept of intersectionality examined through the “wheel of power and privilege”. Students will reflect upon their own positionality and how they connect to the concept of privilege.
As a class you can review class agreements on safe vs. brave spaces before starting the activity.
Grading is disabled as the activity may involve students sharing personal or lived experiences, which should not be evaluated or judged.

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