Mirrors and Prisms: Refractions of Privilege in a Public School’s Fight for a Voice

  • Erin Connors Asheville School
Keywords: Board of education, Public school districts, Information access, Parent teacher organizations, District restructuring, Privilege


In the fall of 2015, the Asheville City Board of Education announced plans to undertake a restructuring initiative to accommodate recent significant growth in district enrollment, which is predicted to tax the district’s current physical capacity in the next three to six years. This paper explores the implications and manifestations of privilege in the unfolding of the restructuring conversation in Asheville, where progressive prioritization of equity and a liberal social justice mindset meet entrenched systems of racial and class privilege. Ultimately, the examination reveals the privilege of access to information that comes with membership in the dominant group, and in the conclusion I reflect on my own role in this system.

Author Biography

Erin Connors, Asheville School

Erin Connors is the Academic Dean and a teacher in the Humanities Department at Asheville School in Asheville, North Carolina, where she also writes occasionally for local publications. Recently, she has worked to develop of Global Issues elective, offering students the opportunity to explore issues of privilege, social justice, and activism in their school and wider communities.

How to Cite
Connors, E. (2017). Mirrors and Prisms: Refractions of Privilege in a Public School’s Fight for a Voice. Understanding and Dismantling Privilege, 7(1), 41-52. Retrieved from https://www.wpcjournal.com/article/view/16452
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