Exploring power and privilege

Access to better education, jobs, more money.

No, from a young age she had less access/opportunity, compared with Richard. Based on Richard’s access/opportunities, societal expectations for his ability to attain more wealth are higher.

Richard is able to achieve much more with the opportunities given to him over his lifetime. Paula has to work harder to get to a similar position as Richard and there are many barriers in her way that add up over time.

The women and the men are at the same starting point, however, the women have additional barriers in their lanes that will prevent them from winning or completing the race.

It highlights the privileges that men, especially white men, experience and the obstacles that many women will often face, even though they both start in the same place.

Equality is achieving equal treatment for everyone.

The supports the people need to watch the game.

This image assumes that everyone benefits from the same supports; all of the boxes are equal in size, however, they do not accommodate everyone equally. There is still one person who is unable to see the game with the box as a support.

This image shows that, when we achieve equality in a genuine way, everyone gets the supports they need.

Facilitator note: If the group you are working with seems to have an advanced understanding of the concept of equity, indicate that this image also illustrates the concept of 'affirmative action'. Provide a definition of affirmative action: 'The allocation of resources in a way that favours individuals belonging to groups that have typically experienced discrimination'. If you do provide the definition of affirmative action, you can ask the question below as a follow-up question.

Depending on their position, each person in this cartoon is given the size box they need to watch the soccer game. So, in this instance, the short person is given a higher stool because, without it, they would not be able to see the game. Whereas the tall person does not require a box to see the game, because they are from a group that is guaranteed access based on a personal trait (tallness).

Justice is when circumstances are fair equal and balanced for everyone.

The image shows a fence that is not wooden, but open, so that all people have the ability to view the game without additional supports (in this case, the boxes previously required). The systemic barrier (in this case, the wooden fence) has been removed.

Privilege can be defined as rights, special benefits or advantages that are enjoyed by a person or a group of people that others do not have access to.

Dominant groups in society.

Facilitator note: Depending on the context, you can highlight the different dominant groups that hold privilege. For example, men typically hold more privilege than women – men are paid more for equal work and are more likely to hold leadership positions. Another example is that able-bodied people typically hold more privilege than people with a physical disability – able-bodied people are more likely to be in positions of power where they can make decisions.

Facilitator note: Allow the audience to reflect on this if they choose to. Do not make them identify an attribute that you perceive them to have. It is important to create a culturally safe space when asking these questions

People with privilege often are in a position to use power over others who are less privileged.

Some people may find that their voices are not as valued, their perspectives not as respected and that they have limited opportunities to fully participate in society. Examples of people who may experience this include people who are transgender, homosexual/bisexual, older, from a migrant background, or have a disability.

Examples might include that young people are paid less to do a job, compared with older people doing the same role.

Facilitator note: Discrimination can be defined as treating or proposing to treat someone unfavourably because of a personal characteristic (or identity trait). It can come in the form of:

• religious discrimination
• sexism
• homophobia
• ageism
• racism
• classism.

Examples might include:

• from non-English speaking backgrounds
• Aboriginal or Torres Strait Islander
• lesbian, gay, bisexual, transgender, queer or intersex (LGBTQI)
• of a lower socio economic status
• living with physical or intellectual disability.

Examples might include how young Aboriginal men experience more discrimination in the justice system, including harsher sentencing or being more likely to be profiled by police, compared with non-Aboriginal young men.

• Lots of people experience privilege in society – some more so than others
• Privilege is usually ‘invisible’ to those who have it
• Power and privilege are unequally distributed across society. It is important to consider and understand how the unequal distribution of power can have wide-ranging impacts on an individual’s experience in society
• Critical reflection on our privilege and power allows us to better understand gender inequality and improve our approach so that we do not perpetuate the power dynamics in the systems and structures that we operate in.

Critical reflection (as we are doing for this activity) on our own privilege and also the experiences of others.

• Name it when we see it
• Challenge it
• Be a good ally - If we’re in a position of privilege/power, do what we can to use our power to allow equal access for those who do not hold the same power/privileges.