Recognizing Positionality, Power, and Privilege: Institutionalizing Identity Caucusing in a Secondary Teacher Education Program

• In Event: 28.054 - Whose Truth Matters? Centering the Voices and Experiences of Preservice and In-Service Teachers of Color

Abstract

A diverse research group of graduate students, instructors, and administrators gathered data to (a) investigate identity caucusing in the program, including the experience of the teacher candidates and (b) create a platform from which to share our work in the field of teacher education. Findings indicate that dedicating program time and resources to semi-structured conversations on positionality, power, and privilege in like-identity groups provided opportunities for teacher candidates to 1) develop and use their voice in discussing structural inequity, 2) grapple with oppression while working to build trust and community within and across affinity groups, and 3) recognize elements of positionality and privilege in their emerging practice.

Authors

• Anne Beitlers, University of Washington - Seattle

• Tina Y. Gourd, University of Washington

• Boris Krichevsky, University of Washington - Seattle

• Morena Newton, University of Washington

• Renee Shank, University of Washington - Seattle

• Susan Desha Stahl, University of Washington - Seattle