Teacher Awareness, Conscious Positionality, and Academic Achievement: Learning From Our Teacher Identities

• In Event: Critical Teachers and Teacher Educators: Lessons From the Resisters

Abstract

Teaching identities are constructed and developed through social relationships. Identity formation is not a static process, therefore identities are constantly produced and reproduced and modified depending upon their social-cultural contexts. Teachers who are empowered by a strong sense of racial-cultural identity can position themselves to be powerful leaders and models in the classroom. Conscious Positionality Theory maintains that effectively teaching students is possible by understanding one’s own sociocultural assets as a teacher, interpreting and translating those assets for problem solving, developing instructional approaches, facilitating positive social context in classrooms and creating a community of learners. This paper will discuss how and why teachers develop Conscious Positionality and the impact it has on their teaching.

Authors

• Toni M. Williams, University of South Carolina

• Antoinette S. Linton, California State University - Fullerton