White Privilege: Unpacking the Invisible Knapsack

"White Privilege: Unpacking the Invisible Knapsack" is a 1989 essay written by American feminist scholar Peggy McIntosh.[1][2][3] It covers 50 examples, or hidden benefits,[4] from McIntosh's perspective, of the privilege white people experience in everyday life.[5]

This article is about the essay by Peggy McIntosh. For other uses, see White privilege.

Themes
  • "Invisible" factors. McIntosh's outlines "invisible systems" at work,[1] as well as the main theme of an "invisible package of unearned assets", examined in the form of a metaphorical knapsack.
  • The essay features 50 of McIntosh's insights into experiential white privilege, listed numerically. These have been described as "small benefits that white Americans enjoy every day."[6]

Reception

The Atlantic has written that the intention behind the essay was to inspire "self-reflection, enhancing their capacity for empathy and compassion."[7] It has been described by Vice as one of the most authoritative texts on the subject of white privilege,[8] and The Harvard Gazette have called it a "groundbreaking article" and the most important of McIntosh's academic career.[9] It has been cited as responsible for the mainstreaming of discussion of white privilege,[10] becoming a "staple of discussions about bias" in society.[11] In 2018, artwork and studies inspired by the essay had become popular in social justice sections of social media, such as Tumblr.[12]

Influence on education

The essay has become one of the key teaching resources in the study of white privilege in North America.[13][8] In 2016, some public schools in New York City were holding 9th to 12th Grade readings of the essay.[4] In 2017, a high school in Caledon, Ontario was reading the essay for an 11th Grade anthropology class.[13] Conor Friedersdorf has recommended the essay's inclusion in college curriculums.[14] The essay has inspired 'Privilege Walks', workshops and many variations used in school classrooms and college campuses in North America, to help students visually identify their privileges.[15]

References
  1. "Beto O'Rourke and the proliferation of white privilege accusations". BBC. March 27, 2019.
  2. Spencer, Kyle (February 20, 2015). "At New York Private Schools, Challenging White Privilege From the Inside". New York Times.
  3. Pearson, Luke; Verass, Sophie (January 7, 2019). "10 things you should know about white privilege". sbs.com.au.
  4. Edelman, Susan (July 23, 2016). "City's public schools join fight against 'white power'". New York Post.
  5. Love, Catherine (March 13, 2016). "Deborah Pearson: 'It's about using my privilege to amplify other voices'". The Guardian.
  6. Desmond-Harris, Jenée (July 24, 2015). "White people have a race — but everyone flips out when we talk about it". Vox Media.
  7. Friedersdorf, Conor (September 17, 2019). "The Corruption of 'Privilege'". The Atlantic.
  8. "White People Talk About Their White Privilege". Vice Media. September 17, 2019.
  9. Koch, Katie (December 19, 2012). "Using privilege helpfully". The Harvard Gazette.
  10. Leonard, David (September 2, 2016). "The NFL is 67% black. Diversity hasn't helped white players and coaches understand racism". Vox Media.
  11. "Educator: Time to unpack your invisible knapsack of privileges". The Seattle Times. April 13, 2017.
  12. Sarappo, Emma (December 13, 2018). "How Tumblr Taught Social Justice to a Generation of Teenagers". Pacific Standard.
  13. Bascaramurty, Dakshana (October 16, 2017). "How Legos helped build a classroom lesson on white privilege". The Globe and Mail.
  14. "What Does 'Cultural Appropriation' Actually Mean?". The Atlantic. April 3, 2017.
  15. Milstein, Tema; Pileggi, Mairi; Morgan, Eric (2017). Environmental Communication Pedagogy and Practice. Routledge. p. 212. ISBN 978-1138673090. This exercise, inspired by Peggy McIntosh's (1989) "White privilege: Unpacking the invisible knapsack," helps learners locate themselves within a spectrum of environmental privilege, centering the roles of socio-economic class, race, gender, sexuality, colonialism, and global disparities in environmental experience.
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