Positionality refers to the dynamic relationship between an individual and their various personal and social identities, including gender, race, class, ethnicity, ability, and place. As facilitators, developing a positionality statement becomes a critical self-reflective practice that shows how your biases, histories, and intersectionality influence your teaching. Embracing this process not only models reflexivity but also becomes a powerful strategy for fostering student success (Harrington, 2020).
In this Facilitating Learning Online (FLO) MicroCourse, we will explore positionality statements and their role in the context of teaching and learning. We will also examine personal, place-based, and social identities and reflect how these layers influence your teaching practices. Through interactive activities, we will learn how to develop and effectively integrate positionality statements into teaching approaches, fostering a more inclusive and self-reflective learning environment. While most of the learning will happen asynchronously, we have one synchronous session planned on Wednesday, December 6, at 10:00–11:30 a.m. PT.
By the end of the course, you will be able to:
- Explore the definition of positionality and discuss the role of a positionality statement in teaching and learning.
- Gain a deeper understanding of your personal, place-based, and social identities and how these layers impact your teaching and learning practices.
- Develop positionality statements when teaching and learning in a digital age.
- Discuss strategies to integrate the practice of positionality into teaching and learning to enhance your facilitating skills and promote a welcoming and inclusive teaching practice.