Power & Privilege Audit
Power and privilege audit means a specific way and style of life, including sufficiently powerful and reliable systems. Certain privileges are directed in a certain way to a wide range of specific objects. Such measures and actions may, to some extent, lead to the solution of a number of different aspects related to beneficiaries. In fact, an accredited person has the rights and opportunities to direct and control events, scenes, and specific phenomena.
The Concept of Institutional Power
As a kindergarten teacher, a lot needs to be explained and made to sink into the mind of the kindergarten pupils and any other interested audience. These methods and strategies are on the basics of power and the privilege issues and inequities that are closely connected to it. At the moment, most institutions impose certain educational information and special data into learners’ and students’ minds. Such measures are performed with the basic and essential aim of changing them and transcending them from being commoners to being great leaders in one way or the other in the future (Erickson & Verge, 2020). Consequently, leadership is all-around, and it does not mean that one has to lead from a high position in public positions in society or even on a political platform. This power entails the ability to state something important or even give an idea about what needs to be done and implemented in practice. In fact, the authentic, true leader is an inspirer, a role model who can lead others. Through this, the concept of power and leadership gets nurtured in such a student hence growing so strong in his life.
With a thorough analysis of the audit of power and privileges concept, the following relevant, important trends are outlined. For example, Erickson and Verge (2020) state that power is an ability or rather the official authority accredited to an individual (p. 3-6). Thus, to be in power is the ability to have the audacity and the authority to make a staunch decision on who will be in a position to access the available resources and who will not. And finally, to be considered powerful is the concept of gaining the full capacity and capability of controlling others that might be your subordinates.
The Privilege Issues and Inequities Involved in Institutions
If one tries to analyze the problems of privileges and vivid inequality, it is necessary to emphasize and highlight the following nuances. First of all, power and privileges are concepts that operate on personal grounds, interpersonal, and cultural setups in a certain way (Van Loon, 2009). Privileges always give the members the audacity and the benefits involved, which are accredited at the expense of the relative target groups. For instance, in the United States, privileges are always granted to persons with several specific features (Van Loon, 2009). Certain attitudes and rules require such people to have a light skin color and a healthy body, soul, and mind. Ideally, these individuals should believe in God according to Christian dogmas and attitudes and be middle-aged heterosexual men. In most cases, privileges are always characteristically invisible to those who have already adopted them. Those within the dominant groups always believe that they have been able to earn their intended “preferences.” Hence, anyone who manages to acquire the various kinds of privileges must have tirelessly worked for it.
Who Is Represented and Who Is Not?
As a rule, in the case of power and privilege audit, many considerations are made on to who the message should be directed and to what levels of understanding one is expected to have. In this case, those who are well represented in the whole process are the employers or the politicians since they are expected to express their sense of authority and control towards their profession. On the contrary, those not represented here are the subordinates expected to respect and follow the guidelines.
Who Has the Access and Who Has Not?
Based on the power and privilege audit concept, a particular person has the right to perform security-related functions that are inaccessible to an “ordinary layman.” Thus, there are those users who will be granted access to various computerized systems (Morrish, 2017). Certain individuals are allowed access to various types of data and information subject to restrictions and prohibitions. For example, representatives of this activity are officials, managers, and management teams. In other words, those who are most trusted and entrusted with many different responsibilities.
Whose Voice is Welcomed or Discouraged?
Actually, there are some restrictions, obstacles, and prohibitions on implementing actions related to the expression of opinions and views. As practice shows, people listen to those individuals to whom a trusting and even in some way friendly attitude has developed. For example, such personalities are real leaders like teachers, lecturers, or tutors (Morrish, 2017). They are endowed with a wide range of powers and responsibilities for the performance of duties. In addition, these individuals have all the tools and means to be appreciated, respected, and listened to every advice and opinion.
Conclusion
In conclusion, there are many different aspects related to audit and authority. For example, these include providing security using various tools such as encryption and database passwords. In particular, this includes limiting the number of employees who have access to various institutional data. Finally, clearly defined responsibilities and roles are the keys to a successful and effective educational process and the internal system of the educational institution itself. These obligations are subject to execution by all managers as well as teachers and politicians endowed with a sense of responsibility and diligence for the assigned tasks.
References
Erickson. J., & Verge, T. (2020). Gender, power and privilege in the parliamentary workplace. Parliamentary Affairs, pp. 1-19.
Morrish, L. (2017). Why the audit culture made me quit. Times Higher Education.
Van Loon, J. (2019). Chapter 7 a nomad of academia: A thematic autobiography of privilege. In L. Donskis, I. Sabelis, F. Kamsteeg, & H. Wels (Eds.), Academia in crisis: The rise and risk of neoliberal education in Europe (pp. 150-168). Brill.