Interrogating Privilege: An Autoethnographic Pedagogical Exercise

Abstract

The article focuses on the challenges of interrogating privilege, so as to initiate a process of making classrooms space conducive to inclusive and collaborative learning. In doing so, it addresses three aspects of privilege; one, the need to make visible the ‘invisible’ presence of privilege and highlights the structures that renders it normalised and naturalised. Two, to emphasise the interrogation as a significant step towards democratising teaching and learning experience. Three, the necessity to reflect and document the pedagogical exercises essential to engage with privilege within the classrooms. The article using the autoethnographical method, places the ‘self’ at the core of interrogation and highlights the complexities of experience and the practice of self-reflexivity. In doing so the article makes an attempt to initiate a conversation on interrogation of one’s privilege as a pedagogical exercise.