When and Where I Enter: Preservice Teachers’ Acknowledging and Understanding Their Positionality

• In Event: The Impact of Teacher Reflexivity on Student Achievement

Abstract

Achieving the status of highly qualified teacher cannot be limited to technical competence and knowledge of subject matter alone, but must also include a deliberate and purposeful focus on the development of candidates’ racial and cultural awareness, multicultural consciousness, and positionality. This paper discusses an assignment used in a graduate teacher education program titled, “Location, Location, Location” designed to help pre-service teachers’ locate their positionality and interrogate their racial and cultural attitudes and beliefs.

Authors

• Brian L. Wright, The University of Memphis

• Felicity A. Crawford, Wheelock College