High School Students’ Emotion and Perception on the Privilege Walk

Abstract

The social debate at school is essential for an integral, critical and emancipatory education. However, motivating students is essential to address social issues in a dialogic way, reducing resistance to debate. Based on Grada Kilomba’s reflection, from a psychological point of view on such resistances, this paper adopted the Privilege Walk (PW) as a strategy to approach the debate on social inequality at school. The following were investigated: self-perception of students’ social position, PW’s emotional dimensions, sincerity in PW and PW’s impacts on students’ perception about social inequality. Final position in PW correlated with social self-perception. The magnitude of the differences and the related factors empathically triggered important social perceptions and considerations.