Questions abound in the literature and in practice about how best to advance social justice among groups who are content to ignore the chorus of marginalized voices pressing for social change. This qualitative study of 20 community-based practitioners explored how to assist the transformation of privileged learners on issues of race, class, and gender when they are in the training rooms. Pedagogy for the privileged presents an opportunity to enhance the effectiveness of adult educators who work with privileged learners on a daily basis in antiracism and diversity training, human rights development, leadership training, sensitivity training, and organizational development workshops. This article describes how grassroots educators understand the transformation process, including its ethical dimensions, and presents a new model for this pedagogy based on confidence shaking and confidence building.
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