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The Matrix of Oppression and PrivilegeTheory and Practice for the New Millennium
Abby L. Ferber
Matrix Center for the Advancement of Social Equity and Inclusion University of Colorado at Colorado Springs
Andrea O'Reilly Herrera
Matrix Center for the Advancement of Social Equity and Inclusion University of Colorado at Colorado Springs
Dena R. Samuels
Matrix Center for the Advancement of Social Equity and Inclusion University of Colorado at Colorado Springs
This article discusses a creative, collaborative model the authors have developed between the Ethnic Studies and Women's Studies programs on their campus that provides a paradigm that other universities around the country might learn from. After situating the program within a historical and national context, this article examines the specific challenges faced within the university setting and offers a range of institutional strategies that have proven successful. The authors examine their collaboration, which consciously mirrors and attempts to implement the growing movement in teaching and research toward an intersectional approach to teaching about privilege and oppression. Within the university context, this framework has been institutionalized within the curriculum as well as the structure of the program. In the new millennium, this framework can serve as a model for other campuses.
Key Words: race • curriculum • oppression • privilege • ethnic studies • women's studies
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American Behavioral Scientist, Vol. 51, No. 4,
516-531 (2007)
DOI: 10.1177/0002764207307740
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