Privilege, Power, and Difference
Alan G. Johnson
In Privilege, Power, and Difference, Alan G. Johnson argues that inequality is maintained through social systems rather than individual intentions. By encouraging readers to look beyond personal behavior and examine how everyday institutions support privilege, Johnson challenges people to take responsibility for recognizing and questioning the systems they participate in.
Key Talking Points:
1. One of Johnson’s main points is that privilege is not about whether someone is a good or bad person, but about how society is structured. People can have kind intentions and still benefit from systems that give them advantages over others. Privilege often operates quietly, meaning that those who benefit from it may not even be aware of it. Johnson explains that this is why focusing only on personal behavior misses the larger issue. The system itself continues to reward certain groups simply because they conform to what society considers the norm.
2. Johnson introduces the idea of the “path of least resistance,” which refers to how people tend to go along with systems because it feels easier and safer than questioning them. Even when individuals feel uncomfortable or sense that something is unfair, they may remain silent to avoid conflict or attention. This silence, however, allows inequality to continue. Johnson argues that doing nothing does not mean we agree with injustice, but it does mean we are participating in a system that remains unchanged.
3. Another key point Johnson makes is that discussions about privilege often become personal, which takes attention away from the real problem. When conversations turn into debates about whether someone is racist, sexist, or biased, the focus shifts to defending individuals rather than examining systems. This defensiveness can shut down meaningful discussion and prevent change. Johnson emphasizes that real progress comes from looking at policies, practices, and institutions, rather than assigning blame to individuals.
Personal Reflection
Reading Johnson’s work was eye-opening. As a white woman working in a predominantly white elementary school, I realized how easy it is to move through daily routines without questioning the systems that shape them. I often view myself as fair and caring, especially in my role as a school nurse, but this reading pushed me to think beyond my intentions and consider the larger environment in which I work. Johnson helped me understand that noticing inequality does not require confrontation or blame, but awareness and reflection. This reading encouraged me to begin asking questions about what is considered “normal” in my school setting and how that may impact students and families whose experiences differ from my own.
Making Connections
Johnson’s discussion of privilege and systems closely connects to my work as a school nurse, where much of my focus is on meeting immediate student needs. For example, when a student comes to the health office hungry, I can provide a snack and care in that moment, but this reading pushed me to think more deeply about the larger systems that contribute to food insecurity. Similarly, assumptions about families having access to healthcare, transportation, or flexible work schedules often go unquestioned in a predominantly white school setting. Johnson’s idea of the “path of least resistance” resonated with me, as it can feel easier to address individual concerns rather than question broader school practices or policies. This reading encouraged me to reflect on how even well-intentioned routines may unintentionally support inequities and how increased awareness is an important first step in my role as a school nurse.
Connection to other Text
Paulo Freire – systems shape consciousness (banking model of education)
Peggy McIntosh – invisible privilege (especially white privilege)
Gloria Ladson-Billings – systemic inequity in education outcomes
( I used ChatGPT for a list of text that would connect to Johnson's reading.)
Wow Ashley... you were able to go deep on blog #1. Your example about the snackand food insecurity was a perfect reflection on how a text like this can be relevant to you as a school nurse teacher. And ChatGPT came up with great texts for you (worth checking out if you have time!)
ReplyDeleteHi Ashley, thanks for sharing. I enjoyed reading your blog post. Both being in school nursing, I can relate to your example of snack and food insecurity. I find that is common reason for students coming to visit my clinic. A lot of students express hunger here at my school in different ways so it is important to really sit down with the student and get down to the root cause. In your key points you talked about privilege, I liked the quote "Privilege is not about whether someone is a good or bad person, but about how society is structured". As you stated, many people may not know they are benefited from privilege which Johnson dives deep into.
ReplyDeleteI really appreciated reading about your experiences within a school as a school nurse in context to this reading. I really related to your story on students being hungry throughout the day, and trying to patch those gaping holes inequity causes with small everyday kindnesses or services. The balance you note in your 2nd talking point also plays into account. It's hard to advocate all the time.
ReplyDeleteI really appreciated your reflections on Johnson’s work. You did a great job showing how privilege operates through systems rather than individual intentions. I liked how you connected the idea of the “path of least resistance” to your daily work as a school nurse. Your examples about food insecurity and assumptions about families highlight how even well-intentioned routines can unintentionally support inequities. I think your insight about noticing inequality without confrontation or blame is so important. Your post showed how reflection can lead to meaningful awareness and change.
ReplyDeleteHi Ashley! I really appreciated your connection to your own experience as a school nurse. In my current school, we rarely see food insecurities, and it makes me realize that our students most likely do not recognize that privilege. But I also wonder what our school nurse may see that I do not. Even though you are able to help them in those small moments, it is hard to see that bigger picture where you said you unintentionally support the inequities created by society. I think that your reflection on this is very powerful.
ReplyDeleteHi Ashley,
ReplyDeleteThe connections you made to your own experiences as a school nurse really hit home to me as I witness food insecurities at my own public school. I've witnessed some of my students even pass out their own food to their friends, and it makes me wonder how much I do not see in my own classroom.
Your point about the "path of least resistance" really resonated too. It's so much easier to address individual students' needs in the moment rather than questioning why so many students are food insecure in the first place or pushing for systemic changes like more free lunch programs. Some students in my own school have even been told they could not receive lunch due to an outstanding balance. Which should never be told to the student. I think that's exactly what Johnson means - we can feel like we're helping without actually challenging the structures that create the problem.
Thank you for sharing such a thoughtful reflection!
Hi Ashley! I really connected with your point about the “path of least resistance.” As a new school nurse in a district with a wide range of socioeconomic backgrounds, I’m starting to see how easy it is to stick with quick fixes instead of slowing down to question the systems behind repeated needs. When you’re new, it can be hard to think beyond the basics and maintain a consistently questioning attitude. Johnson’s writing, along with your response, helped me realize that developing that mindset is an ongoing process. It doesn’t mean you don’t care. Sometimes limited experience makes it easier to follow existing routines, which allows systems to stay the same. I think Johnson would agree that simply recognizing this in our own practice is a meaningful first step.
ReplyDeleteHi Ashley,
ReplyDeleteAs a school nurse, I can relate to how we often deal with student needs on case by case basis whether it's about food insecurity, limited resources or barriers to dental care. Some student's needs are easier to identify than others. I think part of the problem is that we are so very busy in our days, leaving little time to look at the bigger picture. Sadly, it's the nature of nursing. I found this to be true working in the hospital as well. I consider myself to be caring - often going the extra mile in my role. Before reading your post, I hadn't really considered the possibility that being reactive instead of proactive is easier and perhaps choosing the path of least resistance.