Artefact summary

Positionality is a core framework within critical race theory, but specifically I believe it to be an important part of critical pedagogy and inclusive teaching and learning.

For my artefact/intervention, I am designing a dual-learning workshop for year 1 students on the postgrad course, MA Narrative Environments. The workshop aims to challenge the students’ critical thinking within their course, but also for them to explore different aspects of their positionality and intersectionality, whilst addressing matters such as privilege and white privilege, unconscious bias, white fragility, wilful igronance etc., especially the parameters that filter into their creative practice, whether consciously or unconsciously.

Workshops are effective methods of interacting with students whilst also encouraging them to challenge their thinking methods (Sunardi et al., 2014). The workshop aims to be dual-learning, taking into considerations that we are still in a pandemic, and certain students might not be comfortable or happy to be back in the university space amongst others.

Theories/frameworks taken into consideration

The workshop draws much of its material from literary/scholarly resources within the pedagogy of social justice education. Largely, by focusing on positionality as the core framework/theme for the intervention/artefact, I take into consideration work and research done within the social identity theory (SIT). I find the methods of SIT to be more constructive and productive in the battle to enhance inclusivity within critical pedagogy. Particularly, when designing a workshop, it’s important to take into consideration different factors that may influence and inform said workshop. In this case, the aim is not merely for the students to go through a holistic experience and come out as critical thinkers within inclusive learning, but rather it is for them to reflect on their positionalities and intersectionalities, an act that allows them to reflect and exemplify equality within their intergroup encounters (Tapper, 2014; Allport and Kramer, 1946).

Furthermore, I’ve found the resources available on Shades of Noir to be very insightful in the preparation of my artefact/workshop. For me, it’s not just to utilise the platform as a resource for the students to explore, take in, and digest, but also for me to find material I believe will help with my professional practice of social justice via inclusive practices in Higher Education (see Freire, 1970; hooks, 1994; also see Delgado, 1995).

In addition, the various theories and frameworks discussed with all 3 sessions of the unit are pivotal within my personal and further understanding of inclusive teaching. Like stated in the aforesaid, I have drawn much of knowledge and structure for the artefact workshop through positionality and intersectionality. However, reflexivity has to be put into consideration as well. Reason being, I find in reflecting on my own beliefs (e.g. faith) and judgements (unconscious and conscious), I can holistically assess my research and teaching methods, as well as challenging myself to question profoundly my standpoints especially when it comes to what I aim to produce and experience with the students (see Dodgson, 2019).

Lastly, Kimberle Crenshaw’s (1989) intersectionality has majorly re-shaped my critical thinking especially within critical pedagogy and my creative and professional practice of social justice. Crenshaw’s conception, arguably, is one of the most pivotal pieces of work within critical race theory as well as the practice of social justice and inclusive teaching and learning. Her work has made me conscious of a lot of my intersectionalities and how they might influence and inform aspects of my life journey. This, I have found to be incredibly wholesome, particularly because it changes the framework of how I teach and helps the inclusivity I am to achieve through my intervention/artefact.

Overall, my personal and professional development has been impacted through material and literature experienced. Resources such as Christine Kim’s video will help define some of what I want to achieve from the artefact and will be important for the students to view.

Artefact title: On Positionality: Who are you?

Artefact PDF link: https://drive.google.com/file/d/1vseRyGU5gZIwEK9lmMqFpbRDC-TOLoqn/view?usp=sharing

References

Allport and Kramer., (1946) in Tapper, H., (2013) A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment. Conflict Resolution Quarterly, 30(4), pp.411-445.

Crenshaw, K., 1989. “Demarginalizing the Intersection of Race and Sex…” The University of Chicago.

Dodgson, J. E. (2019) ‘Reflexivity in Qualitative Research’, Journal of Human Lactation, 35(2), pp. 220–222. doi: 10.1177/0890334419830990.

Delgado and Stefancic., (1995) Critical Race Theory: An Introduction. 

Freire, P., (1970) Pedagogy of the oppressed. New York: Herder and Herder.

hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. London: Routledge.

Sunardi, S., Maryadi, M. and Sugini, S., (2014). The Effectiveness of a Two-day Inclusion Workshop on Teachers’Attitudes, Understanding, and Competence in Inclusive Education. World Journal of Education, 4(5).

Tapper, H., (2013) A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment. Conflict Resolution Quarterly, 30(4), pp.411-445.