JEDI

Session 3
ICEBREAKER
My Fullest Name
- Get into groups of 4-5 people that have at least 3 different grade levels
- Introduce yourself with your “fullest” name
- Share any stories and/or identities connected to your name
2
ENRICHMENT
OVERVIEW
Religion,
Gender,
Immigration,
Race Social Class Sexual
Ability,
Orientation
Intersectionality

3
 1. Be fully present
2. We are all teachers and learners
3. Speak from your own experience
4. What’s learned here, leaves here;
What’s shared here stays here
5. Practice “both/and” thinking

NORMS 6.

7.
Be aware of intent vs. impact while
attending to privilege
Step up, Step back, while attending to
privilege
In short: 8. Expect & speak your discomfort and joy
9. Listen to learn, not to respond
∎ Be here and present
10. Challenge ideas, not people
∎ Be respectful 11. Don’t free anyone in time
∎ Be honest 12. Take risks, be brave, be vulnerable
∎ Check yourself 13. Take care of yourself
∎ Do the right thing 14. Anticipate unfinished business
∎ Know that this is hard 4
REVIEW & DISCUSS

What did you

notice or learn
since last time?
(HW Review)
5
 ALREADY DONE AFTERNOON
2:00 - My Fullest 2:30 - My Religion, Ability,
Name Ice Breaker and Immigration Stories

TODAY 2:10 - Norms

2:15 - HW
Discussion
2:45 - Stations -
3:15 - Discussion
3:30 - Break
3:40 - Intersectionality
4:00 - 3 People Activity
4:30 - Reflect, HW, & Clean
Up

6
RELIGION, ABILITY,
IMMIGRATION STATUS
What are they?
How are they connected to privilege and powerin America?
How do they affect me?

7
There’s really no such thing as the
“voiceless.” There are only the
deliberately silenced or the
preferably unheard.
Arundhati Roy

8
JOURNAL

Identify & Reflect on

your identity/status in:
RELIGION
ABILITY
IMMIGRATION
9
STATIONS
In your groups, rotate through each station. Follow the
instructions at the station and discuss with your team.

Be sure you’re thinking about how/why these identities

are also connected to ideas about race, class, gender...
10
DISCUSSION
∎ What stood out to you from the stations on religion, ability,
and immigration status?
∎ How do these link to the different levels of privilege and
oppression? Or power in the US specifically?
∎ How do these connect with race, class, gender, and other
identities?
11
BREAK
INTERSECTIONALITY

What is it?
What do we do about it?

13
There is no such thing as a
single-issue struggle because we
do not lead single-issue lives.
AUDRE LORDE

14
AIN’T I A WOMAN
-Kai Davis 15
DISCUSSION
∎ Why is intersectionality so important?
∎ What can and should we do about elements of
intersectionality in our work? At WIMAHI? Beyond?

16
 Identify the person’s:
● AGE
RACE/ETHNICITY
PERSON 1
●
● GENDER
● Worked throughout high school and ● SEXUAL
college
ORIENTATION
● Received a scholarship to cover all
remaining tuition, room, and board ● SOCIAL CLASS
costs in sophomore year of college ● NATIONALITY
● Buys used clothes, books, toys, etc.
for family ● OCCUPATION
● Moved home to care for parents ● (IF TIME) OTHER
● Currently reading: The Souls of Black DETAILS OF LIFE
Folk by W.E.B. DuBois
● Car is 12 years old and needs work 17
 Identify the person’s:
● AGE
RACE/ETHNICITY
PERSON 2
●
● GENDER
● Does not speak the same language ● SEXUAL
as grandparents
ORIENTATION
● NCAA athlete and team captain
● SOCIAL CLASS
● Father worked in a university’s
Center for Afroamerican and African ● NATIONALITY
Studies ● OCCUPATION
● Enjoys watching football and
● (IF TIME) OTHER
basketball
● Has lived in several countries DETAILS OF LIFE
● Has 10 nieces/nephews under age 10 18
 Identify the person’s:
● AGE
RACE/ETHNICITY
PERSON 3
●
● GENDER
● Frequently vacations at the family’s ● SEXUAL
lake house
ORIENTATION
● Attended the same elite liberal arts
college as grandparents ● SOCIAL CLASS
● Lives in the suburbs ● NATIONALITY
● Loves brunch and chai lattes ● OCCUPATION
● Does not have debt from school ● (IF TIME) OTHER
● Has a master’s degree from a DETAILS OF LIFE
university in the top-20 for the field
of study 19
BIG
REVEAL...
20
PERSON 1...

PERSON 2...

PERSON 3...
21
DISCUSSION
∎ How do you feel?
∎ What does this tell us about stereotypes?
∎ What does it teach us about intersectionality and the
complexity of identities?

22
REFLECTION

Shout Outs!
Give someone else a
shoutout for something
they did, said, etc. today
that helped, challenged,
or impacted you.
23
HW FOR SESSION 4
Readings & Activities in Google Classroom
Journal Response for Readings & Other Ideas/Noticings
24
THANKS!
Any questions?

25
ADDITIONAL
RESOURCES
∎

26