Mediating Teacher Positionality: Intersectional Understandings of Who We Are

Autor/inn/en	Aronson, Brittany Alexis; Enright, Esther Alice; Amatullah, Tasneem
Titel	Mediating Teacher Positionality: Intersectional Understandings of Who We Are
Quelle	(2017), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Multicultural Education; Graduate Study; College Faculty; Teacher Role; Professional Identity; Identification (Psychology); World Views; Teacher Characteristics; Power Structure; Social Justice + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fakultät; Lehrerrolle; World view; Weltanschauung; Soziale Gerechtigkeit
Abstract	This paper explores the narratives educators in a graduate level critical multicultural education course reveal related to their own positionality. The term "positionality" acknowledges a person's intersectionality and how we are all raced, classed, gendered and that these identities are contextual, relational, and fluid. Critical educators recognize that we all have multiple positionalities (i.e. multiple factors that contribute to our overall identity), that reflect our unique worldview and biographical experiences, which in turn affect how teachers practice instruction. This makes understanding ourselves and others complex because of how, teachers and students negotiate, contest, and mediate their identities in and through the process of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01