About this Blog

Teaching in Lebanon is a reflective space exploring the realities of learning, teaching, language, and life in a higher education context in Lebanon. The posts draw on classroom experience, emerging research, and the shifting educational landscape—covering topics such as pedagogy, student psychology, academic writing, sociocultural issues, and the growing influence of artificial intelligence on learning. This blog documents what it means to teach and learn in a country shaped by language diversity, crisis, resilience, and rapid technological change. It brings together observations from the classroom, commentary on global educational trends, and reflections on the challenges and possibilities facing students and educators in Lebanon today. My aim is simple: to think aloud about education, share insights, and contribute to a broader conversation on teaching and learning in Lebanon and beyond.

Tuesday, March 25, 2025

Privilege vs Marginalization


As part of a lesson on integrating visuals in technical communication, I recently shared with my students a brilliant diagram I had come across online: The “Academic Wheel of Privilege” attributed by the UKRIO (UK Research Integrity Office) to El Sherif et. al. (2022) . The idea for this wheel had apparently been popularized by Sylvia Duckworth, an award-winning Canadian teacher, after originating in a 2008 book by Sisnero et. al. entitled Critical Multicultural Social Work, as explained in this video by FORRT (Framework for Open and Reproducible Research Training).

What intrigues me about this chart is how organized and information-rich it is, with its concentric circles. It raises awareness about marginalized people, those at the periphery of the circle, and rather than merely showing binary opposition (privileged vs underprivileged), it shows a spectrum of three levels in each case. Here are a few examples:

  •         Mental health: vulnerable, mostly stable, and robust
  •         Disability: multiply disabled, some disability, able-bodied
  •         Neuro-diversity; multiply neuro-divergent, some neuro-divergence, and neuro-typical
  •         Funding sources: None/ very low, medium, and high

The wheel has been adapted by various authors. Sylvia Duckworth’s “Wheel of Power/ Privilege” appears to have been based on that of the Canadian Council for Refugees who used it as a “Power Wheel” on their website, under “Anti-oppression”. Theirs includes age, language, indigenous status and level of education among other criteria. The further away you are from the centre of the wheel, the less privileged you are, in the sense that you suffer in society when you should not. Interestingly in Canada, while the elderly are the least privileged in terms of age, the most privileged are the middle-aged rather than the youth. Differences by first language are also interesting; those whose main language is neither English nor French are marginalized while English speakers are the most privileged.

By referring my students to the “Academic Wheel of Privilege”, I killed two birds with one stone: raising awareness regarding citing sources while tracing ideas further back where applicable; and, of course, showing that a picture can be worth a thousand words. The wheel is clearly relevant not only to students and academics but to members of society at large: immigrants, as in Canada, and employees in the workplace would be clear examples.