The 'privilege walk' is a classroom activity at many colleges and universities deployed to create a visual, embodied, and concreterepresentation of students' earned and unearned social advantages. In this article, we engage in a systematic reflection to interpret the privilege walk through an intersectional lens, and we elaborate on our concerns around the use of the activity. We claim thatthe privilege walk ultimately cultivates a two-dimensional, rather than an intersectional, understanding of privilege and oppression. We then offer alternativeswhich adapt the core concept of the privilege walk activity, adding intersectionality to its structure and learning outcomes in order to challengestudents to recognize their positionalities. We describe our own privilege walk adaptations and we reflect on our observations of the outcomes as well as opportunities for further consideration. Through this reflection, we invite colleagues to a pedagogical and interdisciplinary conversation about their alternatives to the privilege walk.

中文翻译：

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特权教学的交叉方法

“特权步行”是许多学院和大学的课堂活动，旨在为学生获得和未获得的社会优势创造视觉、具体和具体的表现。在本文中，我们通过交叉镜头进行系统反思来解释特权步行，并详细阐述了我们对活动使用的关注。我们声称特权行走最终培养了对特权和压迫的二维而非交叉的理解。然后，我们提供了适应特权步行活动核心概念的替代方案，为其结构和学习结果增加了交叉性，以挑战学生认识他们的位置。我们描述了我们自己的特权步行适应，我们反思了我们对结果的观察以及进一步考虑的机会。通过这种反思，我们邀请同事们就他们的特权步行替代方案进行教学和跨学科对话。