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Teaching identity vs. positionality: Dilemmas in social justice education
Curriculum Inquiry ( IF 1.944 ) Pub Date : 2020-01-31 , DOI: 10.1080/03626784.2019.1696150
Joanne Tien 1
Affiliation  

ABSTRACT

In teaching social justice, educators draw from a diverse array of theoretical approaches. In so doing, analytically distinct concepts can get conflated, which significantly impacts student learning, particularly as they relate to teachers’ social justice goals. Using ethnography, this paper examines how a social justice educator mobilized a Freirean pedagogical approach to teach students about their positionalities, and how this resulted in the conflation of identity and positionality. In particular, I examine how a social justice educator’s practices led students to understand positionality as identity, and to see identity as a fixed and essentialized personal characteristic, rather than a socially constructed power relationship. Ironically, this led students, particularly students from positionalities of relative privilege, to reject the instructor’s call for students to participate in social action because they understood themselves to be defined by their identities, rather than by their actions. This paper contributes to the literature in social justice education by: (1) highlighting how the mobilization and conflation of analytically distinct concepts – in this case, identity and positionality – impacted student learning; (2) illustrating how the conflation of identity and positionality resulted in essentialized notions of identity that negatively impacted students’ commitment to social action; and (3) arguing for a more intentional, historicized focus on positionality for social justice educators.



中文翻译:

教学身份与定位:社会正义教育的困境

摘要

在教授社会正义方面,教育工作者借鉴了各种各样的理论方法。这样一来,可以将分析上截然不同的概念混为一谈,从而极大地影响学生的学习,尤其是与教师的社会正义目标有关的概念。本文使用人种志研究了社会正义教育者如何动员弗雷雷亚语教学法来教导学生他们的位置,以及这如何导致身份位置的融合。特别是,我考察一个社会正义教育的实践是如何带领学生了解positionality身份,并将身份视为固定且必不可少的个人特征,而不是社会建构的权力关系。具有讽刺意味的是,这导致学生,特别是处于相对特权地位的学生,拒绝了教师要求学生参加社会行为的呼吁,因为他们理解自己是由身份而非行为来定义的。本文通过以下方式为社会正义教育方面的文献做出了贡献:(1)强调动员和融合分析上截然不同的概念(在这种情况下,即身份地位)对学生学习的影响;(2)说明身份位置的融合导致本质化的身份观念对学生对社会行为的承诺产生负面影响;(3)主张对社会正义教育者的定位应有意识地,有历史性地关注。

更新日期:2020-01-31
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