About the MicroCourse:
Positionality refers to the dynamic relationship between an individual and their various personal and social identities, including gender, race, class, ethnicity, ability, and place. As facilitators, developing a positionality statement becomes a critical self-reflective practice that shows how your biases, histories, and intersectionality influence your teaching. Embracing this process not only models reflexivity but also becomes a powerful strategy for fostering student success (Harrington, 2020). In this Facilitating Learning Online (FLO) MicroCourse, we will explore positionality statements and their role in the context of teaching and learning. We will also examine personal, place-based, and social identities and reflect how these layers influence your teaching practices.
Through interactive activities, we will learn how to develop and effectively integrate positionality statements into teaching approaches, fostering a more inclusive and self-reflective learning environment. While most of the learning will happen asynchronously, we have one synchronous session planned on Wednesday, December 6, at 10:00–11:30 a.m. PT.
By the end of the course, you will be able to:
- Explore the definition of positionality and discuss the role of a positionality statement in teaching and learning.
- Gain a deeper understanding of your personal, place-based, and social identities and how these layers impact your teaching and learning practices.
- Develop positionality statements when teaching and learning in a digital age.
- Discuss strategies to integrate the practice of positionality into teaching and learning to enhance your facilitating skills and promote a welcoming and inclusive teaching practice.
About the Facilitators:
Gwen Nguyen (she/her) is a learning and teaching advisor at BCcampus. Prior to BCcampus, Gwen worked as a learning experience designer at the University of Victoria, supporting educators with developing and delivering courses in all the modes: face to face, hybrid, and online. She has also worked as a university lecturer and researcher at the University of Victoria and the Kanazawa Institute of Technology in Japan. Gwen holds a PhD in education studies and an MA in applied linguistics. Her research interests include poetry inquiry as a reflection practice in education, digital pedagogies in higher education, and participatory action research. Gwen has experience with positionality as an instructor and researcher.
Britt Dzioba (she/her) is an advisor on the Learning and Teaching team at BCcampus and holds a Master of Education, specializing in adult learning. Her graduate research focused on digital literacy education in community-based programs. As a researcher working with community partners, Britt has invested a lot of time into thinking about her positionality and incorporating it into her academic and professional work. You can read more about Britt’s approach to positionality in her blog post “Bringing the Practice of Positionality into Teaching and Learning.”