Johnson, PPD Chapter 2

In chapter two of Allen Johnson’s book Privilege, Power, and Difference, he starts to identify the ways in which privilege works to create difference and oppression. He concludes that when someone is granted privilege over another for superficial reasons—like one’s gender or race—those excluded from the privileged group will be labeled as “different”; consequently, they will suffer from oppression from the privileged group.

Johnson feels that the problem is not that people are inherently different; it is that people “are afraid of what they don’t know or understand” (13) and that we live in a world which is “organized in ways that encourage people to use difference” against others (16). He also argues that this fear is not natural. In fact, as we grow older, this fear is instilled in us by the media, family, political institutions, etc. We are taught to feel this way. Then, Johnson proceeds to look at The Diversity Wheel (created by Marilyn Loden and Judy Rosener) to show the important role social reality plays in our lives and to show the categories in which people are primarily judged as different. These are all located on the inner portion of The Diversity Wheel and include age, race, ethnicity, gender, physical abilities/qualities, and sexual/affectional orientation (15).

Next, he discusses the ways difference is socially constructed. He believes that the categories we place people in—such as white or black—and the definitions of these categories are created by people in power in ways which let them keep their power. His evidence is the various definitions that have existed for certain race categories throughout history; for example, Irish people today are considered white but were lumped into the non-white category at times in history when it was economically advantageous (for some) to do so.

Finally, he goes on to define privilege and oppression. He cites work by Peggy McIntosh to define privilege quoting her idea that “Privilege exists when one group has something of value that is denied to others simply because of the groups they belong to, rather than because of anything they’ve done or not done” (21). McIntosh defines two forms of privilege: unearned entitlements and conferred dominance. He also points out that even though it is not always noticeable, privilege always exists. He even dedicates a couple of pages to listing the benefits someone who is in the privileged group(s) of master statuses receives on a daily basis. And, he points to the parad

Response to Zinn Chapter 1

The first chapter of Howard Zinn’s book A People’s History of the United States—entitled “Columbus, the Indians, and Human Progress”—deals with two issues that he appears to be very passionate about: the treatment of early Indians and the ways in which historical information is presented to people. Within this chapter, Zinn discusses the true nature of Columbus’ voyages and his time spent in what he believed was Asia. He elaborates on horrific acts that were committed for profit and “progress” (Zinn 16), and then, he uses these facts as an example of the ways in which history can be misleading. All of this information considered, Zinn comes to the conclusion that stories like that of Columbus are often biased because the authors focus on or omit certain facts and that people should try to consider and focus on all perspectives when discussing a moment in history.

He points to the information that most Americans were fed during their education as evidence of this conclusion. Columbus is painted as a hero who even has his own holiday which is a “celebration” (Zinn 8). One specific book he talks about is Christopher Columbus, Mariner written by Samuel Eliot Morison, “the most distinguished writer on Columbus” (Zinn 8). Morison refers to Columbus’ acts against the Indians as “genocide”, but according to Zinn, he does not grant this information the space it needs to be thought-provoking to the reader (Zinn 9). Morison only mentions this in passing; therefore, Zinn contends that he is “say[ing] to the reader[…]yes, mass murder took place, but it’s not that important” (Zinn 9). Then, he relates other tales involving the massacre of Indians and the deplorable ways in which they were treated by various settlers. Finally, Zinn ends the article by challenging the reader to question “the excuse of progress in the annihilation of races, and the telling of history from the standpoint of the conquerors and the leaders of Western civilization” (Zinn 16).

Although I agree with Zinn’s point, I have one problem with the way in which he reaches it. I find it somewhat hypocritical for him to condemn Morison for not giving Columbus’ terrible acts the time they deserve, even though he does the same thing when discussing Powhatan and his tribe. Zinn mentions that the Indians finally retaliated for the deaths of their tribe members; he clearly states that they “massacred 347 men, women and children” (Zinn 12). However, he places this fact amid disgusting acts of brutality. In the paragraph immediately preceding his mention of the “massacre”, he recounts the generosity of the Indians in Jamestown and follows it with a story of the queen of the tribe being mercilessly stabbed to death and of her children being taken in a boat, thrown overboard, and then shot (Zinn 12). In the paragraph after his mention of the “massacre”, he says, “the English decided to exterminate them” (Zinn 12). This is exactly what he says is wrong with Morison’s account of Columbus; Zinn spends so much time talking about the ways in which Indians were destroyed that the reader almost ignores the retaliation of the Indians. Like I previously stated, I do agree with what he is saying, just not how he chooses to say it.

This is me (in a very tiny nutshell).

Hello! My name is Christtina Chamberlin. I am a junior here at BGSU; however, this is my first semester on campus. I used to attend Shawnee State University in Portsmouth, Ohio. It’s located right on the Ohio River, a stone’s throw away from Kentucky.

I am a Popular Culture major, but I have not decided what my required minor will be. (I am rather indecisive since I am very interested in several areas of Popular Culture). I am leaning towards a focus in music videos but have not finalized this choice. My goal is to become a professor of Popular Culture (or at least teach at a collegiate level in some sort of related field). I enjoy school, and if I have my way, I will be at school for the rest of my life.

In my free time, I watch a lot of movies and television. I also spend time reading, and recently, I have been getting really into the Sandman series by Neil Gaiman. And, I am almost always listening to some kind of music; I enjoy anything, basically, except for maybe country/bluegrass.

Other than that, there really isn’t much else to say. I love animals. At my house, there are three rough-haired collies (yes, they look like “Lassie”) and two cats. In the past, I have owned a ball python, a chameleon, fire-bellied frogs, rabbits, guinea pigs, all sorts of fish and hamsters, birds…just about anything I could sucker my mom into getting for me. I am still waiting on my bearded dragon. I also love to cook for my friends and family and am always on the look out for yummy recipes that my mom can eat. She has a illness that basically makes her allergic to anything with gluten in it (which is found in wheat and other similar foods). This means she is pretty much allergic to everything.