205. Teaching Students to Analyze Power Dynamics: Socioeconomic Class

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In this episode, we are continuing the mini-series from the last two episodes on supporting students to critically analyze power dynamics, specifically looking at socioeconomic class. 


We introduce McGregor's Marxist-inspired conceptual framework to dissect authority, consumerism, and individualism within popular children's TV shows. The discussion emphasizes the importance of valuing students' prior knowledge and lived experiences to analyze this topic. 


Why? 

Socioeconomic class is another important, but challenging, topic for educators to bring up in class. By offering students tools to critically think and analyze inherent power dynamics, they can better engage with complex topics and enhance cultural literacy and awareness. 

What?

Educators can structure their curriculum on analyzing power dynamics and socioeconomic class by following the same four steps we have walked through in this mini-series (episodes 203 and 204):

Step 1: Select a theory or framework that works for your context. 

When looking at socioeconomic class, you can use Iris Young’s Five Faces of Oppression framework or the NYU scorecard we discussed in episode 204. You can also introduce McGregor's Marxist-inspired conceptual framework, which was developed in relation to TV shows for young children (2-6 years old). McGregor’s framework covers: 

• Relationship to authority figures: Analyzing hierarchy, discipline, and obedience. 
• Consumerism: Anything related to the production of or selling goods and materials. 
• Entrepreneurship: Contributing to materialism and motivated by money. 
• Rule-following: Teaching right and wrong, connected to the ideas of obedience and personal ownership. 
• Individualism: The vilification of support systems, and the difference between how high and low-income people relate to leisure.

Step 2: Simplify the chosen framework to make it accessible to students. 

McGregor’s framework is rich and complex, so you may want to break it down and simplify things. For example, you can combine the five sections into just three simplified categories: “Rules, “making money,” and “I can do it myself.”

Step 3: Engage students with captivating media. McGregor’s framework was originally developed around children’s shows that had gender and racial diversity of characters (e.g., Arther, Curious George, Doc McStuffins, and Sophia the First). Educators can also use these shows, or choose other media. 

Step 4: Consistently apply the framework to other course content, connecting it to other curricula you are teaching. You can also use visual reminders or anchor charts to reinforce learning throughout lessons or units.

Final Tip

Embrace students' diverse perspectives and experiences as valuable assets in discussions on power dynamics and societal norms. Their lived experiences are valuable prior knowledge that informs their analyses and understanding, and it’s just as—if not more—important than traditional memorization of facts or regurgitation of things. 

To help you implement today’s takeaways, I’m sharing my Critical Analysis Resource Bank with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 205 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript below

Quotes: 

• 2:13 “There has to be high interest to initially grapple with it [the conversation]. We know this for cognitive load—we don’t want students to be usine new, hard content with a new, hard framework or activity. We want to use simple or familiar and engaging content when introducing something new.”
• 11:26 “We want to lean into the cultural responsiveness of these practices, saying that this character’s lived experience—or your lived experience—is actually very valuable.”

​If you enjoyed this episode, check out my YouTube channel where you can learn about more tips and resources like this one below: