Activity / lesson title
PRIVILEGE WALK The students see that diversity is a broad concept based on different aspects: origin, appearance, gender, physical abilities, socio-economic status ... The students recognise this diversity as a possible basis for discrimination.
Target group: Grade 9 and older
Possible to organize both indoor or outdoor
Expected learning outcomes
Pupils experience that everyone is unique.
The pupils discuss different perspectives.
Subjects and topics covered
Experiential learning, (2) Facebook
Tools / Materials / Resources
Sheets on which you describe the characters in detail: 'character cards'. space that must be large enough (students must be able to take 7 steps forward and 5 steps backward) large paper sheets on which to write.
Detailed description of the step-by-step description of the activity / sequences of the units
Process: Preliminary: introduction of the theme and objectives Phase 1: each pupil is given a card on which they can find the description of a character. They study this card in silence and empathise with this character as much as possible. If necessary, in order to check that they have understood the text correctly, you can ask them some additional guiding questions. Phase 2: The students line up together. The class should be large enough so that the pupils can walk at least 7 metres forwards and 5 metres backwards. The students close their eyes and hold hands. Phase 3: The teacher reads out various statements to the pupils. Whoever, based on his or her character, recognises a 'privilege', takes a step forward. If, on the other hand, you are confronted with disadvantage or exclusion, you take a step backwards. Pupils should let go of each other's hands if necessary when they are too far apart. Phase 4: After reading out all the statements, pupils open their eyes and see where their character fits into society. Phase 5: Discussion in the classroom. The teacher hangs out eight large flaps in the classroom, each representing a category: origin, sexual orientation, family situation, money, religion, disability and appearance. The teacher explains these categories to the pupils Phase 6: Pupils may go to the flaps with markers and note down in what way they experience privileges or disadvantages within these categories. You allow pupils to explain their reactions to this. Phase 7: You show that these different categories (race, wealth, origin, appearance, etc.) do not have to exist separately, but that some people experience disadvantages because their identity relates to different categories. In this way, you explain to your students what 'intersectional thinking' is, and how it relates to discrimination. Sometimes people are not discriminated against on the basis of one characteristic, but on the basis of an interplay of characteristics from different categories.
Feedback & assessment
group discussion afterwards
Evaluation (for purposes of grading)
Intellectual property rights (IPR) / Origin of the activity