Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h35LjCU26944; Sat, 5 Apr 2003 16:45:12 -0500 (EST) Date: Sat, 5 Apr 2003 16:45:12 -0500 (EST) Message-Id: <3E9F6F13@webmail.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:114] E-Panel Discussion, Positionality X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: WebMail (Hydra) SMTP v3.61.08 Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 14003 Lines: 315 Sally Gabb asked that I post this to the list. Please read on! Thanks, Jackie Subject: RE: [NIFL-AALPD:95] RE: E-Panel Discussion, positionality Thanks to Jackie, Bonnie, Andres, and all who have provided thoughtful, reflective responses to my personal story given to illustrate an issue of 'positionality' - the every changing power relationships in classrooms, as in our lives. I have been excited to see that the dialogue has moved to the heart of this issue: how these power relationships affect our ability to create and maintain positive dynamic mutual learning environments in ABE. I am of course acutely aware of the sensitive nature of sexuality and the fear/ prejudice that surrounds the issues both among learners and practitioners. While some/many of us can be 'invisible' (not true for people of color), that in itself sets up pressures that can inhibit and harm us as teachers and learners. 'Bright Ideas' - the practitioners journal from SABES (the Massachusetts professional development system) published an entire issue devoted to gay, lesbian and transgendered issues (Bright Ideas Vo. 9 #3 - winter 2000). This valuable issue provides perspectives from practitioners and learners. In one of the articles, a gay ABE student describes how the teacher humiliates two other gay men in the class, to the point that eventually they drop out. The author notes: '....for the teachers who are reading this, try to put yourselves in our shoes so you might know what it feels like to be judged. You could be hurting people by making comments in class that imply that being gay is bad or wrong or disgusting. You could be hurting you students without even knowing it.' I am so often aware that all of us 'wear' some of these 'isms' as part of our cultural identify - yet are unaware of how they color our perspectives and affect our behaviors. Bonnie, I am particularly interested in the issue of program 'policy' amd 'mission', and the way our conscious commitment to establish our values - for practitioners and learners - can provide an environment within which to do the things you mentioned: 1) to address our values of - and ground rules for 'respectful' dialogue and behavior and 2) to ask members of our community - staff or learners - to observe these values, these ground rules. I would like all, any of the guest presenters to comment: do any/all of you have have strategies or models that we can use in ABE to address institutional change? How can we build a base within programs that brings the 'isms' out in the open, promoting dialogue and action that explores and counters the pervasive negative force of 'isms' (racism, classism, homophbia, etc.)? Jeriann, Margery - I feel you both have powerful experience in this direction... Sally Gabb -----Original Message----- From: Bonnie Odiorne [bodiorne@adelphia.net] Sent: Thu 4/3/2003 6:53 PM To: Multiple recipients of list Cc: Subject: [NIFL-AALPD:95] RE: E-Panel Discussion, positionality I've been following with huge interest the discussion, particularly in regard to gender. I've always been acutely aware of my own "positionality" as teacher and that of my students, whether I knew to call it by that name or not. The issue of gender preference has come up in class, albeit in a negative way, and I felt that it was my duty as facilitator, which to me includes that of "boundary setter," to determine what is appropriate conversation in the classroom. According to ground rules of respect, which they helped create, I have set prejudicial remarks about gender (and race and ethnicity, for that matter) as off-limits: a student's "opinion" and his/her right to express it ought not extend to "fighting words." Another issue we've had to move out of bounds is the recent saga of a former mayor convicted of violating the civil rights of minors by sexually abusing them. While most students value "structured communication," others, in another example of positionality, tend to interrupt, seemingly oblivious to the structure of discussions and the needs of others. These tend to be men, and I think it's significant that this semester we have more men than before (we're a small not-for-profit organization integrating technology instruction with ABE/ESL and Employment skills and have tended to enroll mostly women.) We have an increasing number of involuntarily unemployed of mixed races and ethnicities. I have had to make clear that my own "agenda" is to create a positive learning environment, and that while my own opinions can and do influence my ways of perceiving the world, I try as much as possible not to influence the discussion unless intervention is necessary (see above). Yes, a free and equal exchange of ideas has a political resonance, be it an expression of democracy, of power structures, or the calling into questions of traditional infrastructures with the view to the students' own empowerment. In a recent staff development workshop revolving around our mission statement, goals, objectives, etc., our positionality vis-� -vis our students was that of catalyst, opening possibilities, bringing about paradigm shifts, with educational goals paramount, and technology as a tool for further life changes. It seemed that even the words "empowering" or "helping" implied a power structure of our own. I will follow this discussion with interest. Best regards, Bonnie Odiorne, Ph.D. Adult Educator and Program Facilitator ABE, ESL, French, Employment, Technology -----Original Message----- From: nifl-aalpd@nifl.gov [nifl-aalpd@nifl.gov]On Behalf Of jataylor Sent: Wednesday, April 02, 2003 10:23 PM To: Multiple recipients of list Subject: [NIFL-AALPD:80] E-Panel Discussion, positionality Cassie asked that I forward this to the list. Please find her response pasted in below. Thanks! Jackie Hi All; Donna Pepperdine asked earlier today if “positionality” was a theme that came out of my dissertation research and then gave some excellent examples of positionality, as she put it, “on a world scale.” I would say that I noticed something in several of the stories people told me during my research and it was that a teacher or staff developer could have a “successful” experience with one group and then have a completely frustrating experience with another group although the basic material and approaches they were using were the same in both cases. When I probed about these incidents, it was especially intriguing to hear folks – more often than not -- say things like (and I am paraphrasing here), “When I’m with a group of a lesbians like myself I can talk about x or y and its no problem but if I’m with a group that’s mostly straight or all straight, I just don’t even ‘go there.’” Or, “When I’m working with all African-Americans like myself we have a certain understanding that I just take for granted, but when it’s a different group there’s some things I just can’t begin to talk about. I have to stay on the surface.” Or “Everyone in this group was a lot older than me and I don’t think they respected what I had to say.” What I was hearing from people is that teaching and learning plays out differently in different settings – not surprising. The concept of “positionality,” however, is one that I came upon when reading the work of other researchers and educators that helped me understand a nuance of the stories: When staff developers explained the differences they experienced when facilitating in one setting vs. another setting, they very often talked about their identities in relation to other people. This part of the research was the eye-opener. As teachers, trainers, facilitators, whatever, we all know that our plans never come off the same way with every group. But it was surprising to hear how very often the explanations folks had for the differences were felt in terms of differences from group to group in the relationships organized along lines of race, class, gender, sexuality, age, etc. Many times these incidents were summed up as a crisis of credibility. In one group we can be viewed as highly credible and in another group we are not. In one group learners are very open to learning from us, and in another group they seem to shut down and it seems to be about “who we are” in relation to others in the room. I see I am starting to repeat myself so I’ll stop there! Donna also asked me why I felt the experience I relayed from my personal experience, having to do with a group of male scientists to whom I taught a familiar course, was the “result of positionality.” I went over in my mind and with others everything that happened in the day-long course. Certainly a lot happened that can be understood and explained through other lenses with other vocabulary. That’s the great thing about lenses. Each lets me see something that another obscures. When I looked through the lens of positionality, it suggested to me that gender differences could be an issue. And, the explicit and implicit cues provided by the group jived with this. I couldn’t agree with you more, Donna, that there are often several factors that contribute to the outcome of any learning experience. How power relationships play out is just one of those factors but seems to me very worthwhile to take a look at. Donna suggests that I could have used the reactions of the men and my own feelings as an issue for discussion in the session. I’m wondering what others of you have chosen to do in similar situations. This is actually Sally’s great question. If positionality is a useful way of understanding the relationships among learners, what can we do differently now that we have the understanding? What, if anything, does this understanding call on us to do? I really don’t know the answer to that question. I’m inclined to focus less effort on creating “new” strategies for addressing power relationships. I suspect a more fruitful approach would be, and this is what I suggest in the article, that we become diligent about considering the effects of our strategies, whatever they may be, on power relationships in the group and working as often as we can in the direction of – and at least not against -- our deepest ethical commitments. Thanks Donna, Sally, and others for getting me thinking. All for now. Cassie -----Original Message----- From: nifl-aalpd@nifl.gov [nifl-aalpd@nifl.gov]On Behalf Of Donna Pepperdine Sent: Wednesday, April 02, 2003 7:24 AM To: Multiple recipients of list Subject: [NIFL-AALPD:71] E-Panel Discussion Hello Everyone: Here are a few questions for Cassandra Drennon regarding her research. Question 1: Is "positionality" a theme that came out of your dissertation research? It is very interesting to think of this concept in terms of life here in the Middle East. We have Filipino life guards at the pool who struggle with directing children from countries of "greater power positions." The children just won't be disciplined by certain nationalities. We usually see Indians directing the Sri Lankans and Bangladeshis, Saudis and Westerners directing the Indians, the Brits and Americans training the Saudis but receiving management from them. It's complex positionality on a world scale! Question 2: Why do you feel the experience with the scientists (described in your article) was a result of positionality? What actually happened during the training? Were a variety of teaching/learning activities presented? You mentioned feeling "disadvantaged...on the basis of gender." Were other factors besides gender, race, ethnicity, and class considered? If so, what were they? If not, why not? Perhaps you could have used the reactions of the participants and your own feelings as an issue for discussion in this 'Train the Trainer' session. I have often found when preparing for training distant from my home location, that it is helpful to know my audience, to understand the expectations of the participants, to prepare a variety of activities in order to address different learning styles, and to establish credibility early. When the training doesn't go as I felt it should, there are often several factors which contributed to the outcome. Sincerely, Donna Pepperdine Language Instructor Saudi Aramco P.O. Box 10257 Dhahran, 31311 Saudi Arabia Cassandra's story from her article: In the practitioner inquiry group, I was able to take my credibility largely for granted. I had been an ABE teacher myself at one time, I had lots of experience helping people conduct inquiry projects, and I was the official leader of the group. For at least these reasons, participants seemed open to what I had to offer them. In contrast, months later I found myself in another state far from home, facilitating a workshop called "Teaching the Adult Learner." The participants were Midwestern, white, male scientists new to the training profession who were all much older than me. From the moment I walked in the classroom door until the session was over, the participants vigorously challenged my credibility. They questioned my sources, dismissed my participatory approach as "touchy-feely," and even made comments about how I was dressed. I did not feel that I was an effective teacher in this setting and I doubt that the participants l! earned much, if anything. While I may have been privileged in the inquiry group in the sense that my race or gender in no way worked against me, I was definitely disadvantaged in the second group on the basis of gender. Sometimes it takes a contrasting scenario to help us grasp how deeply positionality affects teaching and learning. Definition from text: The theme they call "positionality" refers to a teacher or learner's position in the classroom as defined by socially significant factors such as race, gender, ethnicity, and class. Positionality implies relationship; that is, we are only privileged or marginal in relation to someone else.
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