Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Privilege pondering

20 minutes

Find Out: Plus, minus, interesting

25 minutes

Take Action: Benching benching

5 minutes

Reflection

Learning intentions

Students will:

explore the concept of privilege and how it affects access to opportunities in society and within the AFL and AFLW.

Success criteria

Students can:

define privilege and explain how it impacts players in the AFL and AFLW
analyse historical and contemporary texts to evaluate how language reflects privilege and societal change.

Tune In: Privilege pondering

Step 1

Explain to students that during this activity, they will be representing Australia’s population, and everybody has the opportunity to become wealthy. Provide each student with a small ball and explain that in order to gain this wealth, they must throw their ball into the bin while sitting in their seat.

Step 2

Place a bin at the front of the room, clearly visible to all students. One at a time, allow each student to attempt throwing their ball into the bin. As they take their turns, encourage them to pay attention to how the position in the room might affect their chances of success.

Step 3

Once everyone has had a turn, ask the class to reflect on the activity. Begin a discussion by asking whether they thought the activity was fair and why. Explain that students sitting closer to the bin had a better chance of success, while those sitting farther away had a much more difficult time.

Use this moment to explain the metaphor: This exercise represents privilege and how some individuals are born with advantages in society, whether through socioeconomic status, access to resources, or other factors, making it easier for them to succeed.

Step 4

Encourage students to reflect by asking:

Did you notice that the students who were complaining about fairness were sitting at the back of the room?

In contrast, students at the front, who had an easier time reaching the bin, were less likely to recognise how their position gave them an advantage. Conclude by emphasising the importance of being aware of our own privileges and using that awareness to advocate for those who may not have the same opportunities or advantages in society. Their role as citizens is to be aware of their privilege and advocate for people in ‘the rows behind them.’

Find Out: Plus, minus, interesting

Step 1

Write the following definition on the whiteboard:

Privilege refers to the unearned advantages or benefits that certain individuals or groups have over others. These advantages can come from aspects of identity such as race, gender, socioeconomic status, or background. Privilege often makes life easier for some people, while it can create obstacles for others who don't have the same advantages.

Ask students if they can identify any examples of this in society.

Step 2

Explain to the students that they will be working in groups to specifically identify who has access to opportunities in the sporting field, especially within the AFL and AFLW. They will identify who faces barriers by completing a Plus, Minus, Interesting graphic organiser.

Using the prompts at the top of the table, ask students to write down any thoughts, facts, or concerns they have about each sector by sorting them into 1 of the 3 columns: plus, minus, or interesting.

Suggested responses:

First Nations players have made significant contributions to the history of the game, yet they continue to face ongoing racism and exclusion, which remains a barrier to full inclusion and recognition.
Female players encounter significant challenges, including lower pay, fewer resources, and limited media coverage, all of which hinder the growth and visibility of women’s sport.
Male players from well-funded clubs enjoy greater access to elite training, facilities, and financial support, which contributes to longer careers and better opportunities for success in the sport.
Multicultural and LGBTQIA+ players often face challenges related to representation and inclusivity, struggling to navigate a space that has traditionally been male-dominated and lacking in diverse voices.

Learning extension: If time allows, instruct students to use the second page to add their own prompts they may have considered.

Take Action: Benching benching

Step 1

Using a digital display, project the ‘Women at Football’ (https://trove.nla.gov.au/newspaper/article/242427873) article published in August 1921 in The Herald. Invite a student to read the article to the class.

Step 2

Next, ask students to analyse the language used in the article. Ask them to highlight any words and phrases that identify some of the barriers women in sport face.

Explain to students how this event highlights the early efforts to include women in AFL, though it was framed more as entertainment than serious competition. It reflects societal attitudes of the time toward women in sports – both their enthusiasm, and the barriers they faced in being taken seriously.

Step 3

Ask students to complete the same task with an article of their choice from the Collingwood AFLW News (https://www.collingwoodfc.com.au/news/aflw) webpage. They should look for the following:

The group being discussed: Is it female players, multicultural players, First Nations players, etc?
Barriers faced by the group: Are there any references to challenges like pay inequality, lack of media coverage, or limited resources?
Language choices: Are there any phrases or words that either highlight the group’s struggles, or present them in a positive or negative light?
Societal attitudes: How is the group portrayed in terms of respect and seriousness? Does the article acknowledge their achievements or focus on stereotypes?
Progress or change: Does the article suggest any improvements or ongoing challenges within the sport, or for the group being discussed?

Step 4

Explain to students that the concept of 'benching' can be a strong analogy for understanding how marginalised communities are often excluded in the sporting world. Just as players who are benched are prevented from fully participating, marginalised groups frequently face systemic barriers that restrict their access to opportunities, recognition, and resources in sports.

Ask students to write a short paragraph containing 5 key points on what they’ve learnt about how privilege impacts various players in sports on the activity sheet.

Reflection

Preparation

Write down a few different sports roles on slips of paper (for example, a female AFLW player, male AFL player, coach, fan, referee).

Step 1

Ask students to individually pull out a slip and quickly describe what barriers or privileges this role might face in the sports world to the class.

Exploring Privilege in AFL

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Summary

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