Deconstructing Privilege: Teaching and Learning as Allies in the Classroom By: Margalynne J. Armstrong and Stephanie M. Wildman

Deconstructing Privilege: Teaching and Learning as Allies in the Classroom, By: Margalynne J. Armstrong and Stephanie M. Wildman 

“colorblindness” (claiming not to see race) doesn’t eliminate racism; it often protects racial inequality from being named, examined, or changed. They frame colorblindness as “new racism” because it can sound fair-minded while still enabling racially unequal outcomes to continue.

Key Talking Points

1. Colorblindness obscures, rather than eliminates, racism

A key takeaway from this chapter is that colorblindness is not neutral. While it is often framed as fairness or equality, the authors argue that refusing to acknowledge race prevents people from recognizing how racism and privilege actually function. They note that colorblindness can “mask the realities of race and racism” (p. 65), allowing unequal systems to continue unchallenged. By treating race as something that should not be seen or discussed, colorblindness limits the ability to address real disparities in experience and outcomes.

2. Avoiding race conversations protects privilege

The authors emphasize that when race is treated as inappropriate or impolite to discuss, privilege remains invisible to those who benefit from it. This silence disproportionately benefits dominant groups while marginalizing the experiences of people of color.

They explain that privilege operates best when it is “unexamined and unnamed” (p. 67). Colorblindness supports this invisibility by reinforcing the idea that talking about race is itself problematic, rather than recognizing silence as part of the problem.

3. “Color insight” encourages responsibility instead of guilt

Rather than promoting blame or shame, the chapter introduces “color insight” as a constructive alternative. Color insight involves recognizing how race and privilege shape interactions and institutions, and using that awareness to act more responsibly. The authors stress that developing color insight helps individuals move from intention to impact, arguing that awareness must lead to action. They describe this process as learning to “see race clearly rather than pretending it does not matter” (p. 72), particularly in educational spaces.

Reflection & Connection

One of the most impactful parts of this chapter for me was the racial observation exercise. It asked me to do something that initially felt uncomfortable: to intentionally notice race and cultural patterns in everyday life. I realized how often I’ve been taught that not noticing race is the respectful or fair thing to do. This exercise challenged that idea and helped me see how avoiding race can actually prevent meaningful understanding.

As I practiced observing patterns more intentionally, I found myself thinking differently about public reactions to cultural moments, especially the response to Bad Bunny's Super Bowl performance. When I watched his performance, I didn’t feel confused or disconnected from it. I felt joy. I saw family, community, and celebration. I noticed the way people were dancing together, how collective the performance felt, and how strongly it reflected Hispanic culture. To me, it was warm, vibrant, and meaningful. I thought it was a great performance.

What stood out to me more than the performance itself, though, was how angry some people were about it—and how many openly said they refused to watch. That reaction made me pause. Why did this performance spark such resistance? Why did a celebration of culture and language feel unacceptable to some viewers?

Connecting this back to the reading, I began to see this backlash as an example of what the authors describe when they critique colorblindness. When certain cultures are consistently centered, they come to feel “normal” or neutral. When another culture is placed front and center, especially on a national stage, it can suddenly be seen as political, inappropriate, or out of place. The discomfort wasn’t just about music preference; it seemed rooted in expectations about whose culture belongs in that space.

The racial observation exercise helped me recognize that race and culture are always present, even when people claim not to see them. The strong reaction to Bad Bunny’s performance revealed how unsettling it can be for some when cultural norms shift, and visibility is redistributed. Rather than seeing the performance as an expression of joy and family, some viewers appeared to see it as a disruption of what they believe the Super Bowl should represent.

For me, this chapter clarified that noticing race isn’t the problem; avoiding it is. It helped me understand why moments like this matter, and why reactions to them can be so emotionally charged. Seeing culture clearly, rather than pretending it doesn’t matter, opens the door to deeper empathy and more honest conversations.

                                                                  

I enjoyed watching the TED Talk “Color Blind or Color Brave.” Mellody Hobson’s message deepened my understanding of this week’s reading by clearly and engagingly reinforcing many of its key ideas. I also appreciated having a different learning method, as watching a video often helps me grasp concepts better than reading alone.