Not required for completion, and not included in the three hours. These are for afterwards, if the section stayed with you.

Film

Bollaín, I. (Director). (2010). Even the rain [También la lluvia] [Film]. Morena Films; Vaca Films; Alebrije Cine y Video.
A film crew arrives in Bolivia to shoot a historical drama about Columbus and finds itself inside the Cochabamba water conflict. Everyone in the crew means well, each is insulated from the costs in a different way, and the local actor carries a risk none of them share. Useful for anyone heading into community-based work, because it shows precisely how speaking on behalf of a community goes wrong while remaining well intentioned.

Cantet, L. (Director). (2008). The class [Entre les murs] [Film]. Haut et Court.
A year in a Paris classroom with a teacher who believes he is being fair. The film records his authority operating in the room without ever presenting him as a villain, which makes it the shortest conceptual distance to this section for anyone who teaches or will teach.

Fiction

Erpenbeck, J. (2017). Go, went, gone (S. Bernofsky, Trans.). New Directions. (Original work published 2015)
A retired professor in Berlin becomes involved with a group of refugees and gradually discovers his own position: what he is not exposed to, what he is offering on his own terms, and how little of what he wants to do is actually his to do. The protagonist’s intentions are good throughout, and he keeps asking the wrong question.

Ishiguro, K. (1989). The remains of the day. Faber and Faber.
Professional neutrality examined over the length of a novel. The narrator’s sense of duty is exactly what prevents him from seeing what he is part of, which is the clearest fictional treatment of the distinction this section draws between procedural impartiality and substantive neutrality.

Theory, if you want the arguments behind the section

Young, I. M. (2011). Responsibility for justice. Oxford University Press.
The source of the distinction between the liability model and the social connection model of responsibility.

Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575-599.
The argument against the view from nowhere, and for objectivity understood as knowing where you are looking from.

McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom Magazine, July/August, 10-12.
Two pages, no theoretical background required. The method of listing what you personally never have to think about is the most direct version of this section’s third question. Written in the United States about race, so the list itself does not transfer; the method does.