Exploring My Power and Privilege

TOOLKIT
Acknowledgments

We would like to thank the TELUS Greater Toronto Area Community

Board for their generous contribution in supporting the development
of this toolkit.

We would also like to thank the members of our See Different

Advisory Committee who have been instrumental in the success of
this program and the development of this toolkit:

• Cecil Roach, Coordinating Superintendent of Equity and

Community Services, York District School Board

• Danny DiLallo, Vice-Principal, York Catholic District

School Board

• Laura Proctor, OCT

• Maria Papadimitriou, MSc., MPH, CTDP
• Thomas Sasso, MA, PhD Candidate, University of Guelph
• W. Y. Alice Chan, PhD Candidate, McGill University
Art Direction and Graphic Design Calleja Design
Cover Students from The Woodlands School (Peel District School Board)
Authors Preeti Nayak, M.Phil and Pam Malins, PhD
Contributor Yara Kodershah, M.Ed
Editor Wanda Santini, PhD

Copyright © 2017 Canadian Centre for Diversity and Inclusion.

All rights reserved. You may link to this document on our website,
download it for personal use, or use a quote only if you include
attribution and the page URL. If you intend to refer to it in another
publication, please request permission at [email protected]

See Different  |  Preface Acknowledgments  |  2

Table of Contents
PREFACE
Acknowledgments | 2
Introduction to the See Different Toolkits | 4
Teacher and Student Testimonials | 5
How to use these Toolkits | 6

TOOLKIT 2: EXPLORING MY POWER AND PRIVILEGE  |  8

Preliminary Readings: Build your Knowledge | 9
Overview of Toolkit 2 Activities | 11
1 Introductions | 12
2 Equality vs. Equity Classroom Scenarios | 13
3 Paper Basket Exercise | 16
4 Power Flower | 19
5 Walking the Talk: Introduction to Social Movements | 22
6 Wrap-Up | 24
Facilitator Guides/Handouts | 25

See Different  |  Preface Table of Contents  |  3

Introduction to the See Different Toolkits
WHAT IS IT? WHY SHOULD I USE IT?
These toolkits include classroom or See Different was a successful high school
extracurricular programming material to diversity and inclusion training program
support high school students in valuing and that reached over 500 students in five
embracing diversity and inclusion. Each school boards2 in Ontario. Its activities were
toolkit contains: developed and revised based on positive
comprehensive feedback from teachers
• professional development learning and students alike. Today, the program
resources
has been transformed into these toolkits,
• a facilitator manual for each activity with the intention of supporting teachers in
• student handouts, and their efforts to build a safer school climate.
• a corresponding PowerPoint Through these toolkits, See Different
presentation that includes continues to be a strong contributor to
embedded multi-media resources the Canadian classroom. The toolkits help
(e.g. videos, images). users apply equity and inclusion strategies3
and connect to the following subject areas:
Our toolkits cover the following topics: Canadian and World Studies, English,
• diversity Guidance and Career Education, Arts, and
Social Sciences and Humanities. We invite
• identity all educators to bring See Different into
• power their schools.
• privilege
• allyship
• equality vs. equity
• conflict mediation
• leadership
• cross-cultural communication and
• social action.
The curriculum is a combination of
activities that have been adapted from
existing public resources along with original
content created by diversity consultants
from the Canadian Centre for Diversity and
Inclusion (CCDI)1.
2 See Different operated in the following school boards:
Toronto Catholic District School Board (TCDSB), Peel
District School Board (PDSB), Durham Catholic District
School Board (DCDSB), York Regional District School
Board (YRDSB) and York Catholic District School
Board (YCDSB)
3 For example, Ontario’s Equity and Inclusive Education
1 CCDI is the parent organization of See Different. Strategy (2009).

See Different  |  Preface Introduction  |  4

Testimonials
I loved how students were able to talk about issues that they usually
feel they should be quiet about. The workshops helped students really
understand who they are and the influences around them. Participants
would tell me they think that it should be mandatory for all students to go
through the See Different program.

Nadine Cooper, Teacher | North Park S.S, Peel District School Board

I now understand different privileges I

hold in society and it has caused me to
see things differently.
See Different student participant

I appreciated the paper basket exercise as it

allowed the students to become aware of their
privilege and how they have a responsibility
to use it in order to advocate for those who
lack it. 

Catia Minardi, Teacher | St.Mary C.S.S, Durham Catholic

District School Board

See Different  |  Preface Testimonials  |  5

How to use these Toolkits

1 Build your knowledge of diversity and inclusion  We highly

recommend that teachers review the preliminary resources of each toolkit before
delivering the workshop. A knowledgeable facilitator is needed to guide rich
discussions with students.

2 Determine mode of delivery  See Different can be delivered in several ways. It can
be run as an extracurricular club, as a program integrated into a course, a stand-alone
workshop, or you can simply pick and choose activities that you deem relevant for
other contexts (e.g. team-building exercise for a sports team, student retreat program,
etc.). Please note the concepts covered in Workshops 1 – 5 build on each other and
increase in complexity. If you plan on delivering the full workshops, we recommend
delivering the program in chronological order. The Master Toolkit is a compilation of
Workshops 1 – 5. Below are a few logistical notes we invite you to consider depending
on your mode of delivery:

• If you choose to integrate the program into your course, we recommend that
See Different activities not be formally tested or evaluated1 to encourage more active
and authentic student participation. Rather, use these activities as complementary
materials to your core programming and encourage students to reflect on the work
that they do as they progress through the workshops.

• If you choose to run See Different as an extracurricular club, be aware these

workshops are a lengthy commitment for students (average 1.5 - 2 hours each).
We recommend offering an incentive (e.g. food, swag) so that you have regular
participation and attendance.

3 Customize the curriculum content  From our experience, we know that no two
schools are alike. Schools each have specific challenges when it comes to building a
safe climate. Regardless of which mode of delivery you choose, we invite teachers to
customize activities in this toolkit to ensure the curriculum highlights local diversity and
inclusion issues that pertain to your specific school communities2. Taking the extra step
to customize the curriculum will allow you to create an optimal learning experience that
resonates with your students. See below for an example of curriculum customization:

• See Different Toolkit  “We now know that our invisible dimensions of identity can
impact our interactions with others. Can someone provide an example of what this
can look like in school?”

1 If you plan to assess the program content in some capacity, we recommend using activities and goals from Toolkit 5, as this
workshop aims to support students in planning a school-wide project.
2 To better understand the local needs of your school, consult your school/school board for any data they may have about
student perceptions of equity, inclusion and safety. If not available, consider developing and distributing an exploratory
survey to your staff and students to identify specific needs in your school community. See this link from the Ontario Ministry
of Education to access a template of a Safe Schools Survey: http://www.edu.gov.on.ca/eng/teachers/climate.html

See Different  |  Preface How to use these Toolkits  |  6

 • Customization  “We now know that invisible dimensions of identity impact our
interactions with others. When thinking about our school, how does mental health
(local relevant issue), an invisible dimension of identity, impact students’ interactions
with others?”

To make this easier for you, throughout our Toolkit we have flagged the activities in which we
recommend customization. You will see this icon beside the activity:

In addition to content, we encourage educators to customize structure wherever possible,

to be inclusive of different learning needs.

4 Facilitate This toolkit has been designed with user-friendliness in mind. The facilitator
manual outlines step-by-step instructions on how to facilitate each activity. Each
activity outlines the objective, duration and corresponding PowerPoint slides.

We also use this icon to flag activities that may generate a sensitive or controversial
discussion amongst your students:

We invite teachers to be extra mindful and attentive during these activities, as a skilled
facilitator will be needed to maintain a safe space and generate critical discussion.

Finally, the following colour-coded prompts are intended to express various components
of the activity:

PREAMBLE
This is the introduction to the activity. It explains the purpose of the subsequent activity.

SET-UP
Some activities require a specific setup. This section will tell you how you might wish to
arrange desks, chairs, group your students, etc.

INSTRUCT
Written in the first-person narrative these are the instructions you can use to communicate
the activity to your students.

DEBRIEF
This section highlights the key take-aways from the activity.

See Different  |  Preface How to use these Toolkits  |  7

 Toolkit 2
Exploring My Power and Privilege

OVERVIEW
In the second See Different workshop,
4 Identify Canada’s major equity-
seeking groups (women, LGBTQ+,
Indigenous Peoples, people with
participants will dig deeper by exploring
disabilities, racialized people) and
how their identity is informed by
recognize the context where they
experiences of power and privilege. They
are identified as ‘equity-seeking’
will then extend this knowledge to better
or marginalized.
understand the context of Canada’s major

5
equity-seeking groups which include Examine social movements that have
LGBT2sQ people, racialized people, highlighted tensions of power and
Indigenous Peoples, women and people privilege in Canada.
with disabilities. Students will also get the
opportunity to better understand how
MATERIALS
tensions of power and privilege have given
rise to many historical and contemporary • Laptop and projector
social justice movements. • Name tags and markers
• Flip chart/ blackboard
DURATION • Paper basket/ recycling bin
Approximately 2 hours. • Scrap paper (for paper basket exercise)

LEARNING OBJECTIVES STUDENT HANDOUTS/

FACILITATOR GUIDES INCLUDED
By the end of Workshop 2 students will:
• Facilitator Guide 1 – Paper Basket
1 Recognize the difference between
equality and equity in a school setting.
Scenario 1
• Student Handout 1 – Paper Basket
2 Recognize what privilege looks like Scenario 2A/2B
and feels like, in the context of their • Facilitator Guide 2 – Paper Basket
school and Canada at large. Scenario 2A/2B
• Student Handout 2 – Power Flower
3 Identify how power and privilege
impact individual and group identity • Facilitator Guide 3 – Power Flower
formation. • Facilitator Guide 4 – Resources for
Social Movements Discussion

See Different  |  Toolkit 2: Exploring My Power and Privilege Introduction  |  8

Preliminary Readings: Build your Knowledge
Below is a list of resources on key topics in this workshop. The ‘Key Questions’ section gives
you an idea of what the resources cover. In many cases, these are questions that students have
asked during workshop delivery in the past.

After reviewing these resources, you will feel more confident in leading this workshop, and be
better equipped to generate critical class discussion, answer students’ questions and support
them on their diversity and inclusion journey.

POWER, PRIVILEGE AND EQUITY

KEY QUESTIONS

• Who are Canada’s equity-seeking

groups?
• What is privilege?
• What is the difference between equality
and equity?

RESOURCES
Benjamin, W., & Ford, J. (2012). Pedagogy of Privilege [Video file].
Retrieved from http://ed.ted.com/on/KUiceH90

Canadian Human Rights Commission. (2013). Employment Equity. Retrieved from

http://www.chrc-ccdp.ca/eng/content/employment-equity

Clow, B., Hanson, Y., & Bernier, J. (n.d). Equity. Retrieved from
http://sgba-resource.ca/en/concepts/equity/

McIntosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack and Some Notes for
Facilitators. Retrieved from
https://nationalseedproject.org/white-privilege-unpacking-the-invisible-knapsack

See Different  |  Toolkit 2: Exploring My Power and Privilege Preliminary Readings  |  9

 SOCIAL MOVEMENTS AND
HUMAN RIGHTS IN CANADA

KEY QUESTIONS

• What are some of Canada’s contemporary

human rights issues?
• What is the history of global and national
social movements that pertain
to equity-seeking groups?

RESOURCES
Birnbaum, Elisa. (2017). Stories of Social Change. In The History of Social Change.
Retrieved from http://historyofsocialchange.ca/stories/

Canada’s Human Rights History. (2017). Main Events. Retrieved from

http://historyofrights.ca/encyclopaedia/main-events/

Truth and Reconciliation Canada. (2015). Honouring the truth, reconciling for the future:
Summary of the final report of the Truth and Reconciliation Commission of Canada.
Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Honouring_the_Truth_
Reconciling_for_the Future_July_23_2015.pdf

See Different  |  Toolkit 2: Exploring My Power and Privilege Preliminary Readings  |  10

Overview of Toolkit 2 Activities

Introductions  |  12
Objective Familiarize students with each other and with the concept of inclusive
introductions (e.g. name pronunciation, pronoun checks) and remind students of their
Community Commitments generated in Workshop 1

Equality vs. Equity Classroom Scenarios  |  13

Objective Support students in understanding the difference between equality vs. equity and
what each of these concepts look like in practice, in the school setting

Paper Basket Exercise  |  16

Objective To encourage students to reflect on the various dimensions of identity and
potential sites of privilege or barriers that are associated with these dimensions, within the
context of Canadian society

Power Flower  |  19
Objective Teach students how power and privilege operate within socially dominant groups
and to help them explore their own identities in relation to these groups

Walking the Talk:

Introduction to Social Movements  |  22
Objective To introduce students to historical and contemporary social movements that
have changed the way we think about identity, power and privilege; This exercise will also
introduce students to the power of social media in elevating the profile of contemporary
social movements

Wrap-Up  |  24
Objective Review key concepts from Workshop 2, clarify any pending concerns or questions
in regards to the content covered; If applicable, prepare students for Workshop 3

Facilitator Guides/Handouts  |  25

See Different  |  Toolkit 1: Getting Started Overview  |  11

1 Introductions
Objective To familiarize students with each other and with the concept of inclusive introductions (e.g. name
pronunciation, pronoun checks) and remind students of their Community Commitments generated in Workshop 1

TIME (minutes) ACTIVITY PPT SLIDE FOR REFERENCE

10 SET-UP
Have students sit in a circle (ideally) or in an arrangement
where everyone can see each other. Workshop 2: Exploring My Power and Privilege

INSTRUCT
Welcome participants and repeat inclusive introductions1 www.seedifferent.ca

as observed in Workshop 1 (e.g. Indigenous land Slide 1

acknowledgement, participants practice correct
pronunciation of others’ names, state preferred pronouns).
If needed, review the importance of inclusive introductions:

• We acknowledge Indigenous lands to pay respect

to the traditional inhabitants of this land and to
recognize the legacies of colonialism.
• We conduct pronoun checks so that we do not make
assumptions about gender identity.

If time permits, invite participants to breathe deeply, leave

the day behind them and be present: Please share one
thing that you have on your mind and then proceed to leave
it behind (e.g. “I have an important science test I need to
study for but I am going to put that on pause for a bit and
be fully present today.”). This is a way for you to share your
ongoing thoughts and experiences for the day and check
in before the beginning of the workshop. Note: this is highly
recommended for teachers facilitating this workshop as an
after-school activity.

Display the Community Commitments that were created last Community

Commitments
time (customize slide 2 to reflect commitments generated • Listening
• Right to Pass
from Workshop 1). Ask students: • Appreciation
• Confidentiality

• Are there any more commitments we would like •

•
Speak for Yourself
Right to “Ouch”

to add?

(continued next page) Slide 2

1 For more information on how to facilitate these introductions, consult the

resources cited in Toolkit 1.

See Different  |  Toolkit 2: Exploring My Power and Privilege 1 Introductions  |  12

 (continued from previous page)

Once Community Commitments are reviewed, ask students:

• Can you recall the key activities and concepts that

were covered in Workshop 1? (if applicable)

Once students share their ideas, conclude the Introduction

Key Points from Workshop 1
with slide 3: • We all have diverse talents, skills and experiences.

• We all have diverse talents, skills and experiences.

• Canada is a diverse country. This diversity brings numerous challenges
and assets to society.

• Diversity is a fact. Inclusion is a choice/action.

• Canada is a diverse country. This diversity brings • We all have complex identities, consisting of visible and invisible
components.

numerous challenges and assets to society.

• Diversity is a fact. Inclusion is a choice/action. Slide 3
• We all have complex identities, consisting of visible
and invisible components.

2 Equality vs. Equity Classroom Scenarios

Objective To support students in understanding the difference between equality vs. equity and what each of these
concepts look like in practice, in the school setting

TIME (minutes) ACTIVITY PPT SLIDE FOR REFERENCE

20 PREAMBLE Key Points from Workshop 1

Don’t explain the purpose of this exercise. Go straight into • We all have diverse talents, skills and experiences.

• Canada is a diverse country. This diversity brings numerous challenges

reading Scenario A (or ask for a volunteer to read it): and assets to society.

• Diversity is a fact. Inclusion is a choice/action.

Scenario A  Lisa has a diagnosed learning disability. She • We all have complex identities, consisting of visible and invisible
components.

requires more time to write tests. Some students complain

that it isn’t fair that she gets more time. Slide 4

INSTRUCT
Please work with the person next to you for two to three
minutes to answer the following questions. You may be
asked to volunteer your answers to the questions:

• Is it fair Lisa gets more time? Why or why not?

Once discussed, move onto the next scenario:

Scenario B  Ms.K reminds students that everyone is

Equality vs. Equity Classroom Scenarios
required to show up to class on time, at 9 a.m. sharp. Mark Scenario B: Ms.K reminds students that everyone is
required to show up to class on time, at 9:00am sharp.
lives farther away than everyone else. He asks Ms.K if he can Mark lives farther away than everyone else. He asks Ms.K
if he can be given an exception to the rule and be allowed
to come to class at 9:15am.
be given an exception to the rule and be allowed to come to Discussion with your table group:
1) Is it fair that Mark be given an exception to the rule?
class at 9:15 a.m. Why or why not?

(continued next page) Slide 5

See Different  |  Toolkit 1: Getting Started 1 Introductions / 2 Equality vs. Equity Classroom Scenarios  |  13
 (continued from previous page)

Again, please work in pairs for two to three minutes to

answer the following questions:

• Is it fair that Mark be given an exception to the rule?

Why or why not?

Once discussed, ask students the following: Discussion

• When is it appropriate to apply the same rule to •When is it appropriate to apply the same rule to everyone
(Scenario B) and when is it appropriate to offer an accommodation
(Scenario A)?

everyone (Scenario B) and when is it appropriate to •What would the consequences be if Lisa was treated the same as
everyone else?

treat an individual differently than everyone else

(Scenario A)?
• What would be the consequences if Lisa was treated Slide 6
the same as everyone else (i.e. she was given the same
amount of time as her peers)?
• What would be the consequences for Mark and for his
classmates if he was treated differently (i.e. he could
come late to class)?

DEBRIEF
We don’t always have to treat everyone equally because that
is not always fair. As demonstrated in the above examples,
by treating everyone equitably, we are considering their
differences and ensuring those differences do not prevent
them from accessing the same opportunity as everyone else.
To do this, sometimes we need to offer tools or resources—
these are called accommodations. Accommodations do not
impede on the rights or opportunities of others. In Scenario
A, Lisa was offered an accommodation (extra time) to ensure
her learning disability did not prevent her from succeeding.
Mark’s request for an accommodation is not reasonable
because allowing him to come late to class would
compromise his learning experience and his classmates’
(i.e. he would affect his ability to succeed and others’). Mark
could find alternative methods to accommodate for his
difference (living farther away). For example, he can take the
bus earlier, carpool, etc.

INSTRUCT
We are going to look at a few images to clarify this difference
between Equality and Equity:

(slide 7) – In this first image, we see under ‘Equality’ that Equality vs. Equity
everyone is treated the same regardless of their inherent
differences in height. In the Equity image, the resources (foot
stools) are reallocated to ensure the shortest person has an
equal opportunity to see the ball game. Ask students:
Source: http://everydayfeminism.com/wp-content/uploads/2014/09/Untitled1-
300x225.png

(continued next page) Slide 7

See Different  |  Toolkit 2: Exploring My Power and Privilege 2 Equality vs. Equity Classroom Scenarios  |  14
 (continued from previous page)

• What are some other examples of students being

treated equally in our school? Examples could include:
everyone gets a locker, everyone has the same lunch
period, etc. You may want to write students’ suggestions
on chart paper/blackboard to reinforce learning.
• What are some examples of students being treated
equitably (different needs are considered)? Examples
could include: accessible entrances to the school
building, diverse forms of evaluations in courses, etc.

Now transition to slide 8. Ask students:

• There is now a third image added to the scenario. Equality vs. Equity

What is the difference between this image and the

previous ones?
1 2 3

If discussion prompt is needed, consider asking students Source: https://twitter.com/cechr_uod/status/731046018633060352

to identify what is missing in Image 3 (foot stools, fence)

Slide 8
and how this changes the experience for each of the people
in the picture.

DEBRIEF
(if not already mentioned) In Image 1 and 2, foot stools
(accommodations) are needed because there is a fence
(barrier) in the environment. In Image 3, the barrier is
removed and no accommodations are needed because
the built environment is inclusive of different needs. Ask
students:

• What are the challenges of removing this fence or

achieving Image 3 in our own school (i.e. having a
barrier-free school)?

Changing an existing system is not impossible but it is

often very difficult for numerous reasons. It is very time
consuming, very expensive, and most challenging of all is
the ability to change perceptions and attitudes of people.
Social norms and historically embedded beliefs and values
that reinforce social differences are powerful forces in
maintaining inequity and barriers. To remove the fence
(barrier), you need to first be able to see the fence. In some
cases, people don’t see barriers or refuse to believe that
some groups face barriers at all. Due to these challenges,
our focus is often twofold: Building tools/supports for those
who are marginalized by difference (Image 2); and changing
or eradicating existing structures that actively marginalize
people (Image 3).

See Different  |  Toolkit 2: Exploring My Power and Privilege 2 Equality vs. Equity Classroom Scenarios  |  15
3 Paper Basket Exercise (Parts 1 and 2)
Objective To encourage students to reflect on the various dimensions of identity and potential sites of privilege or
barriers that are associated with these dimensions, within the context of Canadian society.

TIME (minutes) ACTIVITY PPT SLIDE FOR REFERENCE

10 PART 1: INTRODUCTION TO PRIVILEGE Paper Basket Exercise

Part 1: Introduction to Privilege

PREAMBLE
Reconnect with the iceberg activity from Workshop 1(if
applicable). Recall that everybody has different dimensions
of identity that make them unique. However, not all the
Slide 9
dimensions of identity are equally respected and valued in
our society. We will explore this idea in the following activity.
SET-UP
Ask students to divide into two groups based on their month
of birth (Jan. - June on one side of the room, July - Dec. on
the other side). Give each person a scrap piece of paper.
Place the paper basket close to the Jan - June group.

INSTRUCT
Everyone, please scrunch your paper into a paper ball. On
the count of three, please toss your ball into the basket.
1-2-3—

Ask students:

• Who got better results? Why? You will likely observe that
the Jan - June group got more balls into the basket.
• What are your feelings about the rules of this game and
how it was set-up?
• To the winning team: how do you feel about being
closer to the basket? How do you feel about winning?

DEBRIEF
Historical circumstances, social traditions and group
dynamics have given certain groups in our society more
privilege and power compared to other groups. Sometimes
we don’t even know that we are reaping the benefits of a
historical circumstance or social tradition associated with
our identity—we just accept that we are closer to the basket
than others and we don’t always question or challenge the
rules or circumstances that privilege some over others (for
example, it is likely no student will question you on why the
basket was moved closer to the older group).

(continued next page)

See Different  |  Toolkit 2: Exploring My Power and Privilege 3 Paper Basket Exercise  |  16
 (continued from previous page)

Ask students for examples of any historical circumstances,

social traditions or attitudes that have privileged or
disadvantaged some groups over others. Examples could
include: legacies of residential schools, racial segregation,
stigma surrounding same-sex relationships, etc.

Once discussed, reinforce that some groups are closer to

the basket because of their identity alone, not necessarily
because they have worked harder than others or are more
deserving.

15 PART 2: SCENARIOS Paper Basket Exercise

Part 2: Scenarios

PREAMBLE
Reinforce that it is not always easy to realize or see that we
are in a position of privilege (i.e. sometimes we don’t know
how close we are to the basket and how far others are from
it). Explain to the group that we are now going to do an Slide 10
exercise to help us recognize how privilege enables us to
reach goals we sometimes take for granted.

SET-UP
Have everyone retrieve a paper ball from the basket and
stand in a wide circle around the basket.

INSTRUCT
I would like you to imagine yourself as the person described
in the scenario I am about to read.

Refer to Facilitator Guide 1 to read Scenario 1.

(After reading the scenario) Now, position yourself either

close or far from the basket depending on the barriers or
privileges you perceive that Tom is privy to. Remember, the
basket represents the goal you/Tom are working towards.
So, if you decide to stand very close to the basket, you are
saying that the goal is very achievable (many privileges are
evident).

Give students one minute to decide on their distance. Once

everyone has moved, ask them to throw their paper ball into
the basket. Once students throw their ball, they can either
step back or sit back down to be more comfortable.

DEBRIEF
Once settled, ask students:

• What are some possible privileges Tom

is experiencing?
• What are some possible barriers Tom is experiencing?
(continued next page)

See Different  |  Toolkit 2: Exploring My Power and Privilege 3 Paper Basket Exercise  |  17
 (continued from previous page)

Once students share their ideas, list any privileges/barriers

that may have been missed. Again, refer to Facilitator
Guide 1 for full list of privileges/barriers in this scenario.

INSTRUCT
Now, please reflect on how close or far you would be to
the basket in relation to the goal in question (attending post-
secondary education). I will give you one to two minutes to
think about this.

(After one to two minutes) If you are comfortable in doing

so, please move close or far to the basket depending on how
many privileges or barriers you perceive in your own life.
Once students move, ask:

• If you feel comfortable, would anyone like to share why

they moved far/close to the basket?

Note: It is likely that students will share details of their

personal circumstances (e.g. socio-economic barriers, family
restraints, etc.). As a facilitator, it is important you make
sure to maintain a safe space by ensuring other students are
listening and being respectful. Remember to thank students
for sharing their reflections if they choose to explain why they
stood close or far from the basket.

SCENARIO 2:
SET-UP
Number students off and get them to split into two groups.
Each group should retrieve one paper ball. The paper basket
should be equal distance from both groups.

Group 1 will receive Student Handout 1 – 2A

Group 2 will receive Student Handout 1 – 2B

INSTRUCT
As a group, you will be given five minutes to read your
assigned scenario and identify any evident privileges and/
or barriers. Depending on what you come up with, please
nominate one person from your group to stand far or close
to the basket.

(continued next page)

See Different  |  Toolkit 2: Exploring My Power and Privilege 3 Paper Basket Exercise  |  18
 (continued from previous page)

DEBRIEF
After five minutes, get both students to throw their paper.
(Student from Scenario 2B should be closer to the basket).
After it is thrown, ask each group to read their scenario out
loud and outline the perceived privileges and barriers. See
Facilitator Guide 2 for list of possible privileges and barriers
in each scenario. If possible, try to localize this discussion
by getting students to reflect whether these barriers exist in
your own school.

Wrap up: Part of our role as allies and individuals who are
traditionally closer to the basket than others, is to help
remove the barriers that keep certain groups farther back.
By being closer to the basket, it is a position we are usually
born into. We rarely look behind us and see who is struggling
and why that is the case. We will talk about what it means to
be an ally in later workshops (if applicable).

4 Power Flower
Objective To teach students how power and privilege operate within socially dominant groups and to help them
explore their own identities in relation to these groups

TIME (minutes) ACTIVITY PPT SLIDE FOR REFERENCE

20 PART 1: GROUP POWER

PREAMBLE
Now that we understand privilege, we are going to explore
what it means to have power in our society – i.e. access
privileges (and therefore more opportunities) others do not
have. These groups are called ‘socially dominant’ groups.
They have social, economic and political power and they
are not always the majority in any given population. Note
that privileges are visible and invisible. An example of an
invisible privilege is able-bodied people not having to fear
discrimination because of their abilities.

(continued next page)

See Different  |  Toolkit 2: Exploring My Power and Privilege 3 Paper Basket Exercise / 4 Power Flower  |  19
 (continued from previous page) Power Flower
Part 1: Group Power

SET-UP
Give each student a copy of Student Handout 2: Power
Flower. Number students off from 1 - 4, and ask them to
separate into four groups according to their number. Assign Featured in the Access to Media Education Society’s “Racism for Reel” resource guide (2002), this activity was invented by Enid Lee and
developed by members of the DorisMarshall Institute in Toronto. It is from the book Becoming an Ally: Breaking the Cycle of Oppression by Anne
Bishop. (Halifax NS: Fernwood, 1994.)

each group a different colour petal section (as seen on Slide 11

slide 11) to work on together (for example, the pink petals
can be assigned to group one).

INSTRUCT
Your task, as a group, is to:

1) identify the socially dominant group for each petal

category you have been assigned and;

2) provide one example of a privilege that the socially

dominant group enjoys.

Provide students with an example to clarify the exercise: If

you have been assigned the ‘sexual orientation’ petal (pink
group), you must determine which group accesses the most
privileges in our society, in relation to sexual orientation.
The accepted answer for this petal is ‘heterosexual’. One
example of privilege this group can experience is not having
to ‘come out’ to friends or family. Their sexual orientation is
accepted as the norm.

Ask students if they have any questions about the exercise.

You will be provided with 15 minutes to determine the

socially dominant groups for each of your assigned petals.
Please note that the outer petals of the flower represent
the socially dominant groups. Don’t worry about the inner
petals of the flower for now and you don’t need to worry
about the other outer coloured petals your group has not
been assigned. In 15 minutes, we will take up each petal as
a class. Your group will be asked to present your answers.

DEBRIEF
After 15 minutes, ask each group to share their answers (the
socially dominant group and one example of privilege the
group experiences). While debriefing, be sure to provide
adequate time between each petal to address student
questions or concerns. There may be some heated debate
on the identification of socially dominant groups and
the privileges they experience. It will be likely discovered
that varying opinions exist and students may have their
own worldview challenged. Be prepared to moderate a
respectful discussion and bring attention to the Community
Commitments if needed.

(continued next page)

See Different  |  Toolkit 2: Exploring My Power and Privilege 4 Power Flower  |  20

 (continued from previous page)

As each group presents their answers, make sure all

members of the class are writing down the accepted
socially dominant group for each petal. By the end of the
debrief, all students should have every outer petal filled out.
See Facilitator Guide 3: Power Flower for answer key and
discussion guide.

10 PART 2: INDIVIDUAL POWER Power Flower

Part 2: Individual Power
PREAMBLE
Now that we understand socially dominant groups, we are
in the position to better understand our own identities and
privileges in relation to these groups. Featured in the Access to Media Education Society’s “Racism for Reel” resource guide (2002), this activity was invented by Enid Lee and
developed by members of the DorisMarshall Institute in Toronto. It is from the book Becoming an Ally: Breaking the Cycle of Oppression by Anne
Bishop. (Halifax NS: Fernwood, 1994.)

INSTRUCT Slide 12

The inner petals of your Power Flower represent how

you personally identify with each identity category. For
example, if you identify as Black, you would write Black in
the inner ‘race’ petal. After you are finished filling out all the
inner petals, count how many of your inner and outer petals
match. If you have a match, this means that you belong
to the socially dominant group for that identity category.
You are accessing the privileges that the socially dominant
group enjoys. You will be given 10 minutes to complete this
exercise and you will not be required to share how many
socially dominant groups you belong to. Also, be aware that
as you fill out your petals that this exercise is not meant to
evoke guilt or blame. You should not feel guilty or ashamed
if you have several matches. It is simply an awareness-
building exercise. Once we are aware of our privilege, we are
in a better position to become allies.

DEBRIEF
Ask students:

• Would anyone like to share any “aha” moment

(learning moment) you may have had when
completing your Power Flower?

(continued next page)

2 If you wish to elaborate on this evidence, add a PowerPoint slide outlining the research
referenced in the Preliminary Readings section of this toolkit.

See Different  |  Toolkit 2: Exploring My Power and Privilege 4 Power Flower / 5 Walking the Talk  |  21
 (continued from previous page) “There is no
thing as a
single-issue
Once students are done sharing, remind students to look struggle
because we
at their Power Flower through an intersectional lens: All do not live
single-issue
lives.”
parts of our identity interact with each other to produce -Audre Lorde

unique individual lived experiences that can generate

privilege and disadvantage simultaneously. We cannot
Slide 13
think of people as singular identities (e.g. White person). We
need to be cognizant of the intersections (e.g. White, low-
income, female). If time permits, present students with the
‘intersectionality comic’ to clarify this concept (slide 13).

5 Walking the Talk: Introduction

to Social Movements
Objective To introduce students to historical and contemporary social movements that have changed the way we
think about identity, power and privilege; This exercise will also introduce students to the power of social media in
elevating the profile of contemporary social movements

TIME (minutes) ACTIVITY PPT SLIDE FOR REFERENCE

15 PREAMBLE
Due to the inequities identified in the last exercise, many
groups have worked hard to improve their social conditions,
with and without the support of socially dominant groups.
Laws have also been created to protect and advance the
conditions of these ‘equity-seeking groups’. There are many
equity-seeking groups in Canada, but the five major ones
you will see explicitly brought attention to are the following:
Indigenous Peoples, LGBT2sQ+ people, women, people
with disabilities and racialized peoples. These groups are
considered equity-seeking because we have plenty of
research evidence2 that these groups face considerable
structural barriers in employment and education.

(continued next page)

2
If you wish to elaborate on this evidence, add a PowerPoint slide outlining the
research referenced in the Preliminary Readings section of this toolkit.

See Different  |  Toolkit 2: Exploring My Power and Privilege 5 Walking the Talk  |  22
 (continued from previous page)

INSTRUCT
We are going to watch a short video to get us started on
thinking about the impact of social movements, movements
that equity-seeking groups have started in order to improve
their social conditions.

Present video (embedded in slide 14) and ask students to Social Media and Social Movements.
reflect on what they are seeing.

After the video is shown, ask students:

• Based on the video you just saw and your reflections

from the Power Flower exercise, can you think of any
social movements that have been generated by equity- Slide 14
seeking groups? Geographic

The images seen in the petals on slide 15 can help guide you. Walking the Talk:
Introduction to Social
See Facilitator Guide 4 for discussion notes. Movements

When students name a social movement, ask them:

Religion

• Can you identify some barriers that these groups were/

Slide 15
are fighting against? Examples could include: pay gap,
better living conditions on reserves, etc.

Once barriers are identified, ask students:

• Can you name a major success or achievement that

has been a direct or indirect product of a social
movement? Examples could include marriage equality,
increased attention paid to police brutality, etc.

[If time permits]

Once students share their ideas, remind them that the major
success of many of these movements can be attributed
to the effective use of tools that activists have used to
get their message across. Social media in particular, as
illustrated in the video we just saw, has been effective in
shedding light to social issues in contemporary times. Show
students another example of how social media has been
utilized to draw attention to pressing social issues. The
website www.nohomophobes.com is one such example,
as it powerfully illustrates the prevalence of homophobic
language online. If applicable, remind students that the
effectiveness of social media in elevating social movements
is something we want to keep in mind when we begin to plan
our own school-wide initiative (Workshop 5).

(continued next page)

See Different  |  Toolkit 2: Exploring My Power and Privilege 5 Walking the Talk  |  23
 (continued from previous page)

DEBRIEF:
Almost all these major social movements have led to
positive change in our society—whether it be that the public
is more aware of particular barriers or it could even be as
drastic as a change in law.

6 Wrap-Up
Objective Review key concepts from Workshop 2, clarify any pending concerns or questions in regards to the content
covered; If applicable, prepare students for Workshop 3

TIME (minutes) ACTIVITY PPT SLIDE FOR REFERENCE

10 INSTRUCT Key Concepts

Summarize key concepts: •We need to value and recognize diversity to create equity.
•We need to be aware of the contextual privileges that come with our identity
and work to level the playing field.

• We need to value and recognize diversity to

•Intersectionality ought to be considered when thinking about social change.
•Social movements have emerged by those who are working towards equity.
•Social media has an important role in contemporary social movements.

create equity.
• We need to be aware of the contextual privileges
that come with our identity and work to level the Slide 16
playing field.
• Intersectionality ought to be considered when thinking
about social change.
• Social movements have emerged by those who are
working towards equity.
• Social media has an important role in contemporary
social movements.

See Different  |  Toolkit 2: Exploring My Power and Privilege 5 Walking the Talk / 6 Wrap-Up  |  24
 Facilitator Guides/Handouts | Toolkit 2

See Different  |  Toolkit 2: Exploring My Power and Privilege Handouts  |  25

FACILITATOR GUIDE 1: PAPER BASKET EXERCISE
SCENARIO 1

GOAL: POST-SECONDARY ENROLLMENT

Tom is in grade 11 and considering his options for post-secondary. He is visiting many universities and colleges to
scope out his options and better understand what campus life is like. Tom’s mom and dad are driving him to different
cities, showing him the ins and outs of the post-secondary institutions they attended when they were young. They
have offered to pay for his tuition until he starts earning on his own.

SITES OF PRIVILEGE (NOTE – THIS LIST IS NOT EXHAUSTIVE)

• Socio-economic status  Tom’s tuition is being covered by his parents, along with the cost to get to these
different cities. This financial safety net generates numerous privileges such as not having to work to save
money for tuition. His parents are also presumably in jobs where they can take time off to show Tom
around – this is a privilege.

• Education  Tom will not be a first-generation student and therefore will not have to face some of the barriers
experienced by first-generation students. This includes not being able to rely on parents to access information
on the Canadian PSE system.

• Language  As a Native English speaker, navigating the system is relatively easy for Tom. For example, he can
access informational websites and resources in his first language.

• Citizenship/geography  If Tom is a Canadian citizen, his citizenship means he will be paying domestic tuition
as opposed to international tuition fees. His Canadian parents are familiar with the Canadian educational
landscape and PSE system. They have lots of knowledge they can offer to help him succeed – what we call
‘social capital’.

• Family status  Tom comes from a two-parent, heterosexual household. His family structure is considered
normal and is accepted by society. He does not have to fear stigma or discrimination when going out in public
with his parents.

Prompt students to discuss the importance of intersectionality (e.g. how do all of these combined together generate more
privilege than thinking of these sites individually?). For example: SES may be the same but he may have experienced
social barriers if he was a first-generation student.
STUDENT HANDOUT 1: PAPER BASKET SCENARIO 2A
Prom is fast approaching at Jane Doe Public School. Lisa and Maya, a same-sex couple, have dated for nearly
two years but only a handful of their closest friends know about their relationship. They have both bought their
tickets but they are still debating whether to go to prom as a couple or not. They fear that making their relationship
public may run the risk of their families finding out about them. They also don’t know how supportive their peers or
teachers will be if they choose to ‘come out’.

• Based on the above description, think about the possible barriers and sites of privilege. How close are Lisa and
Maya to the basket (goal: attending prom)?

Cut here

STUDENT HANDOUT 1: PAPER BASKET SCENARIO 2B

Prom is fast approaching at Jane Doe Public School. Lisa and Jamal, a heterosexual couple, have dated for nearly
two years. They have both bought their tickets but they are still debating whether to go to prom as a couple or not.
They fear that making their relationship public may invite public scrutiny or gossip. They aren’t sure if they are ready
for people to know about them.

• Based on the above description, think about the possible barriers and sites of privilege. How close are Lisa and Jamal to
the basket (goal: attending prom)?
FACILITATOR GUIDE 2: PAPER BASKET
SCENARIO 2A AND 2B
GOING TO PROM WITH YOUR PARTNER

2A
Prom is fast approaching at Jane Doe Public School. Lisa and Maya, a same-sex couple, have dated for nearly
two years but only a handful of their closest friends know about their relationship. They have both bought their
tickets but they are still debating whether to go to prom as a couple or not. They fear that making their relationship
public may run the risk of their families finding out about them. They also don’t know how supportive their peers or
teachers will be if they choose to ‘come out’.

SITES OF DISADVANTAGE/BARRIERS:

• sexual orientation  Discuss heteronormativity around prom. For example, ‘Prom King and Prom Queen’. How
can Prom be unsafe for LGBTQ+ students?
• family status  Prompt students to think about the nuclear family and heteronormativity: how does sexual
orientation and family status interact to generate barriers for students?

Guide students to explain why Lisa and Maya are even debating to go to prom together. Prompt discussion about
heteronormativity at school and at home. What does heteronormativity look like? Examples could include:

• going to prom with a partner from the opposite sex is accepted and expected
• don’t have to worry about your physical and mental safety or that of your partner
• don’t have to worry about the anxiety of coming out to friends, peers or family
• don’t have to worry about the repercussions of your relationship with your parents/family (e.g. will you be kicked
out of your house? Ostracized?)

Guide students to discuss any barriers specific to their own school that would relate to this scenario.
Cite real-life examples of barriers faced by LGBTQ youth in Canada:

• http://www.cbc.ca/news/canada/gay-teen-wins-fight-over-catholic-prom-1.348831
• https://www.thestar.com/news/gta/2017/06/20/creating-a-more-inclusive-prom-for-lgbtq-
youth.html
FACILITATOR GUIDE 2 (continued)
SITES OF PRIVILEGE:

• Geographic region  By being in a Canadian school, Lisa and Maya have the privilege of having the choice of
going together as a couple. It is not banned or illegal, as is the case in many American states and different parts
of the world.
• SES  Lisa and Maya have already bought their tickets – we can infer that the cost of prom (tickets, clothing,
transport) was not a barrier in this case. For many students however, the sheer expense of prom is a reason to
not attend, especially if the school does not have a fund to help support students who can’t afford to go.

2B
Prom is fast approaching at Jane Doe Public School. Lisa and Jamal have dated for nearly two years. They have both
bought their tickets but they are still debating whether to go to prom as a couple or not. They fear that making their
relationship public may take their relationship to ‘the next level’. They aren’t sure if they are ready for people to know
about them.

(re-affirm the above sites and explain how the barriers generated from sexual orientation do not apply to a
heterosexual couple).
STUDENT HANDOUT 2: POWER FLOWER

Featured in the Access to Media Education Society’s “Racism for Reel”

resource guide (2002), this activity was invented by Enid Lee and developed
by members of the Doris Marshall Institute in Toronto. It is from the book
Becoming an Ally: Breaking the Cycle of Oppression by Anne Bishop. (Halifax
NS: Fernwood, 1994.
FACILITATOR GUIDE 3: POWER FLOWER

Western
Europe
U.S.A.

Skinny Heterosexual

Post-secondary
Cisgender
(incl. professional
male
degree)

White
40-60

Western
Able-bodied European

Middle-Upper English

Nuclear Christianity
FACILITATOR GUIDE 3 (continued)
POWER FLOWER DEBRIEF NOTES

• Geographic Region-Origin refers to a geographic region which has been the most socially dominant and powerful in
modern history. This is calculated in terms of: economic power, political power, military presence, social/cultural influence.
• Geographic Region-Current refers to a geographic region that is the most powerful today. This is calculated in terms of:
economic power, political power, military presence, social/cultural influence.
• Race is a social construction and refers to groups based on perceived skin colour (e.g. White).
• Ethnicity refers to cultural or ancestral origin (e.g. British). There could be some debate on the socially dominant ethnic
group in the Power Flower. In Canada, immigrants from Western Europe have historically been privileged in accessing jobs
and opportunities.
• Age Group refers to the age group which has most access to political influence and economic mobility and/or stability.
There may be some debate on this but in general, 40-60 is when individuals have paid off debt, occupy higher leadership
positions and own financial assets.
• Other refers to any other social category which is not captured in the Power Flower.
Note that these social categories can be broken down further into more specific socially dominant groups.
For example, within Christianity, not all sects have equal social influence or power in our society. If you wish
to generate a more nuanced discussion, edit the answers in the Power Flower so that they name more specific
socially dominant groups.
FACILITATOR GUIDE 4: RESOURCES FOR SOCIAL
MOVEMENTS DISCUSSION
Below you will find a few sources to help you generate discussion points for the Activity “Walking the Talk:
Introduction to Social Movements”. As these resources are by no means exhaustive, we invite you to conduct further
research on other social movements not listed here.

These websites are a good place to start your research:

http://historyofrights.ca/encyclopaedia/main-events/

http://historyofsocialchange.ca/

[SEXUAL ORIENTATION] – PRIDE, BATHHOUSE RAIDS

http://www.thecanadianencyclopedia.ca/en/article/lesbian-gay-bisexual-and-transgender-rights-in-canada/

http://historyofrights.ca/encyclopaedia/main-events/1981-bathhouse-raids-toronto/

[RACE] – BLACK LIVES MATTER

http://blacklivesmatter.com/who-we-are/

[INDIGENOUS PEOPLES] – IDLE NO MORE, OKA CRISIS

http://www.idlenomore.ca/story

http://www.thecanadianencyclopedia.ca/en/article/idle-no-more/

http://www.thecanadianencyclopedia.ca/en/article/oka-crisis/

[SOCIO-ECONOMIC] – LABOUR MOVEMENT, OCCUPY MOVEMENT

http://historyofsocialchange.ca/stories/labour-movement/

http://www.occupy.com/article/movement-lives-4-years-later-occupy-has-succeeded-spite-its-failures

[GENDER] – WOMEN’S SUFFRAGE, SLUTWALK (PROTEST AGAINST SEXUAL ASSAULT)

http://www.thecanadianencyclopedia.ca/en/collection/womens-suffrage-in-canada/

http://www.npr.org/2011/06/09/137080514/slutwalk-goes-global-to-protest-sexual-assault