Positionality, Intersectionality, and Power: Socially Locating the Higher Education Teacher in Multicultural Education

Hearn, Mark Chung

doi:10.1080/2005615x.2011.11102893

Cited by 12 publications

(9 citation statements)

References 15 publications

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“…Intersectionality becomes a factor in student-teacher interactions because students bring their preconceived ideas and assumptions about others, content topics, and daily life realities into the classroom learning environment (Hearn, 2012). More than ever, differences based on gender, ethnicity, and race have become controversial topics in society and classrooms with the #Metoo and Black Lives Matter movements.…”

Section: Intersectionality In the Classroommentioning

confidence: 99%

“…Therefore, they vary in their relationship to how power structures within society can spill over into the classroom. Power and privilege dynamics in the classroom emerge and evolve because of the various positionalities of instructors and students (Hearn, 2012). In essence, my social identifiers are the same in both scenarios; however, their significance differs depending on the context.…”

Section: Introductionmentioning

confidence: 99%

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Complementing Intersectionality Pedagogy With a Missing Component—Positionality

Nelson

2023

Journal of Management Education

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Teaching about race as an African American female instructor at a predominantly white university has its challenges, especially regarding classroom power and privilege dynamics. I use the concepts of intersectionality and positionality as frameworks to explain the experiences that I encountered in the classroom, usually as the only African American in the room. I share two scenarios that initiated my inquisitiveness to discover more about why the incidents occurred. At the conclusion of the paper, I reveal how the complementary value of intersectionality and positionality benefits all educators who desire to comprehend the hierarchical power and privilege that may interplay in the learning environment.

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Section: Intersectionality In the Classroommentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Complementing Intersectionality Pedagogy With a Missing Component—Positionality

Nelson

2023

Journal of Management Education

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“…(1990, 102)Common elements of a class that is reliant on critical approaches include power analysis (e.g., gender analysis, sociocultural analysis), awareness of and explicit naming of privilege and positionality, and a praxis model of analysis, which includes action‐theory‐reflection/conscientization‐action/revolution (Hong, ; hooks, ; Horton & Freire, ; Kujawa‐Holbrook, ; M. E. M. Moore, ; Reyes, ; Turpin & Walker, ). Because of the significant role of power analysis in this approach, intersectionality becomes important in understanding the various asymmetries: if the case involves two men, for example, how do race, ability, sexuality, age, and other factors play out in power dynamics (Hearn, )? This is where critical and other social constructivist pedagogies, such as multicultural pedagogy, converge.…”

Section: Critical Pedagogymentioning

confidence: 99%

“…E. M. Moore, 1998;Reyes, 2016;Turpin & Walker, 2014). Because of the significant role of power analysis in this approach, intersectionality becomes important in understanding the various asymmetries: if the case involves two men, for example, how do race, ability, sexuality, age, and other factors play out in power dynamics (Hearn, 2012)? This is where critical and other social constructivist pedagogies, such as multicultural pedagogy, converge.…”

Section: Explanation Of the Pedagogy: Criticalmentioning

confidence: 99%

Why you do what you do: The power in knowing and naming pedagogies

Gin

Hearn

2019

Teaching Theology & Religion

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This article is for those educators who want to become more intentional in their craft of teaching. The authors introduce eight different pedagogies through their historical lineage, intending for readers to gain an appreciation for, and understanding of, the broader trajectory of educational philosophies, and illustrate how common teaching techniques can be shaped by the pedagogies. By familiarizing themselves with a specific educational philosophy or philosophies, educators begin to identify and name the ways they teach, how students best learn, what counts as knowledge, and the desired outcomes. In doing so, educators increase their opportunities to provide more meaningful and impactful education. This article also includes quick‐reference guides to the pedagogies for readers to return to frequently.

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“…Social privilege is tied to the ranks of an individual’s positionality, also called social location, which “offers that all persons have a position in relation to others within a society” ( Hearn, 2012 , p. 42). An individual’s positionality is socialized by their overlapping social identities of race, sex, class, gender, ability, age, religion, sexual orientation, indigenous heritage, and nationality ( Hays, 2016 ), and the meanings these identities have within society.…”

Section: Introductionmentioning

confidence: 99%

Before allyship: A model of integrating awareness of a privileged social identity

2022

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IntroductionAlthough the American Psychological Association encourages clinical psychologists to recognize and understand the experience of social privilege both within themselves and the individuals and communities they serve, there is a dearth of research in the field to guide this pursuit. According to the available literature, an essential barrier to social privilege integration is its implicit and covert nature that prevents consistent consciousness due to hegemonic forces.MethodsThis study explored the process, from initial social privilege awareness to the moment of the study, through individual interviews. A social-constructivist, grounded theory approach was utilized as it was aligned with the understudied phenomena oriented around social justice.ResultsThe result is a developmental model of social privilege integration that explicates accumulated exposures to privilege, the resultant threat to and protection of personal identity, and the conducive factors that lead to reconciliation.DiscussionImplications of this theoretical model include the importance of a developmental perspective to cultivate an understanding of individual prejudice attitudes and discriminatory behaviors, as well as a roadmap toward equitable change. This model may be used by clinical psychologists across multiple settings in response to the most recent APA multicultural guidelines.

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Positionality, Intersectionality, and Power: Socially Locating the Higher Education Teacher in Multicultural Education

Cited by 12 publications

References 15 publications

Complementing Intersectionality Pedagogy With a Missing Component—Positionality

Complementing Intersectionality Pedagogy With a Missing Component—Positionality

Why you do what you do: The power in knowing and naming pedagogies

Before allyship: A model of integrating awareness of a privileged social identity

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