Today I wrote my positionality statement after engaging with the suggested resources. The task became a moment of reflection upon my class, gender, race, ethnicity, ability, age and sexual orientation.
I found it interesting not only to identify the parameters that shape my thinking, but to have to choose words to describe them and acknowledge the weight I give to each. I also found it interesting to acknowledge how a positionality statement would change according to different contexts / moments of time: how do one’s identity fluctuate according to surroundings? What elements of it become more and less relevant?
Acknowledging one’s position allows one to acknowledge and engage criticality with structures of domination, which is the first step to critical pedagogy. Critical pedagogy aims to empower learners (ie. everyone) by promoting self awareness, reflexivity as the starting point for liberation from hegemonical systems of power. Drawing from theorists like Paulo Freire, it focuses on issues such as oppression, dialogical approaches and problem-posing. Freire’s “conscientization,” nurtures challenging oppressive structures through the creation and application of critical teaching methods, diverse curricula, and policies that aim for change.
1. How could you apply the resources to your own teaching practice?
Someone in the session mentioned that they ask their students to write positionality statements at the beginning of the teaching year / a project. It made me think that such would give the time to students to acknowledge and become aware of their unique positions. It also made me think that such is a lot to ask from students on an emotional level, reflecting back on how to manage emotions in learning environments–I think it would have to take place with a significant level of care, privacy and trust.
It might also be interesting to practice the acknowledging of positions within the teaching staff. On the course I teach, we usually design briefs in pairs, and it would be worth matching diverse positionalities to write projects together in order to create generative and nuanced project briefs, reading lists and teaching material.
Another element that I have started bringing into the classroom is students bringing and sharing their own references from which we create a course specific database. In this case, everyone on the course becomes a student and a teacher with specialist knowledge.
I was also considering what is relevant to the people in the room, rather than assuming the importance of certain knowledge(s). What does that mean in relation to professional development and employability as well? Students are often anxious about their ability to find jobs, yet if we teach only what the industry wants we are maintaining he current status quo. How is one to find a balance?
How do I facilitate social change in my practice?