Positionality Assignment
“...positionality statements contribute to our purpose at the university of providing humans with the tools to cultivate a more well-rounded, relational, and holistic view of themselves and the world.”
It was our pleasure to sit with Tara and David, listening to their collegial/reflective conversation about the implementation of positionality statements in their course design. We see their positionality statement assignments as a step towards understanding, recognizing, and involving the entire student in the knowledge production process in the classroom. The following is a summary of our conversation.
What inspired you to implement positionality statements in your class?
David
In my experience teaching, I found that students resonated with me and the material most when I was being real and bringing my life into my work. Further, I was a journalist in Asia at a time when journalists became highly criticized for having an agenda. In response, it became a professional practice to be transparent about these biases, which I adopted in my journalism work. Ultimately, both of these influences impacted my teaching practice. They influenced me to, initially, incorporate informal introductions in the classroom and then, later, take up the idea more formally with the positionality statement assignment.
Tara
I have a background in Anthropology and Indigenous Studies, which both understand positionality and reflexivity as essential components of the research process. Particularly with Indigenous research methodologies, it is critical to situate yourself, explore who you are, and then discuss that in relationship to the work. In research, I had always done that as a practice. When I started teaching, I saw how valuable this could be for students, so I brought positionality statements into my work, first informally and then formally as an assignment.
What does the assignment look like?
Tara
I start each course with my positionality statement, allowing me to introduce myself, set the stage for the class, and provide a model for the assignment. We go over the outline and expectations together, and I provide context for why this assignment is meaningful, explaining the concept and significance of introducing oneself in Cree communities. Additionally, I discuss how positionality and reflexivity are a critical part of analysis in the academic community—particularly in Indigenous Studies. I usually provide a word count expectation of 250 to 300 words, though many students exceed this, which is perfectly acceptable. I also encourage students to use various formats for the assignment. While written statements are common, I have had students incorporate other media—such as beading, pictures, recorded presentations, poetry, and collages. For alternate media, they typically provide a brief explanation of their process or the meaning behind their work. While the assignments are submitted privately to me, which I might change now that I hear how David does his assignments, the students also introduce themselves to the other students and me—sharing content similar to their positionality statements—on the first day of class.
David
My assignment is similar; however, I was not using various media. I am going to incorporate that now that I have learned it from Tara. I also model my own positionality statement for the students, and I have the students turn in their statements on Moodle so that they are available for everyone to read. I offer students the ability not to share their statements, but no student has taken that option yet. I stipulate that I want this assignment to be part of community building, so we sit in a circle and talk about each person’s positionality as part of this process. If I find that students are not reflexive enough in their write-ups, I will send their assignment back with that feedback in order to help them better complete and understand the assignment.
What is the impact?
David
In my experience, it is a way for students to understand that they have blind spots. Students may talk about something they do not know much about, or have a certain viewpoint on, and say something that is offensive to others. I find that, in this format, because we have done the positionality statements and students know there is this thing called unconscious bias, they are less defensive when they are challenged on these statements and are able to come to a place of reflection and understanding. In essence, it creates a space where real conversation can happen and, because of this, real education starts to emerge.
Tara
A critical aspect of my role as an instructor is creating a structured environment where students can engage with materials and each other respectfully and analytically. The positionality assignment is a key piece in that. It provides the space for each student to look at themselves and to be very upfront and honest about who they are, what their biases are, and what they bring into the classroom. This is also about the Cree concept of wahkohtowin or relationship, which is that we are all in relationship to each other and, in that sense, we are in a talking circle in the classroom. In a talking circle, each person has a chance to talk and speak from their point of view and from their particular truth. Everybody listens to that and responds or comes with theirs; from that, we have a complete understanding of something moving forward. Positionality allows for this because it is about knowing yours, but also respecting other’s positionality, and then figuring out how to engage both emotionally and analytically. It allows for students to bring the feeling piece and the critical thinking piece together in concert so they can address topics from a holistic stance.
This approach also draws from my background as a public library manager, where I utilized vulnerability-based trust for team building. When you are trying to develop a team, it is very important to develop vulnerability-based trust. This is the idea that as people reveal things about themselves, they become vulnerable to other people in the team and that increases the sense of cohesion. Further, as people respond to other people’s vulnerabilities with compassion, it enhances the emotional functioning of the team which enhances the ability of the team to actually do work. Even though the positionality statements are just being shared with me, they are an example of vulnerability-based trust. The students are opening up to me, and I am responding to them compassionately. This provides a space where they are able to do this with their peers as well and share and build that vulnerability-based trust with each other. This allows us to tackle really difficult topics in a way where we are supporting each other as a team.
What challenges exist?
David
There is sometimes cynicism around identity politics and work like this, where people may think it is obvious or redundant. This can result in students submitting very brief or highly superficial positionality statements. Such responses usually reflect a lack of experience or understanding of more complex social issues. However, this kind of response is very rare among students.
Tara
There are a few challenges I can identify. The first is that students often struggle to move from understanding their own positionality to critically analyzing how that is going to impact them. This may be influenced by how expectations are worded for the assignment, so I plan to adjust that component. I might consider separating the marks into two parts: one for identifying positionality and another for analyzing how it will affect their interactions with the class or material.
The other challenge is that they can be hard to grade. Everybody's positionality is valid, and I cannot judge somebody else's positionality. Instead, I focus on evaluating the clarity of their communication, the depth of their analysis, and whether they've included all required components. There are also times when students open up very deeply, and grading this can be difficult. I need to approach this with great sensitivity, honoring the vulnerability they have shown in sharing this information with me.
I also think that David and I do not find positionality assignments pedagogically challenging because we come at it with a fair amount of experience, and we have each spent time understanding our own positionalities and how we use them. However, it could be more difficult for instructors who are exploring their own positionality for the first time. Further, those who are not accustomed to facilitating group work or feel uncomfortable with classroom management might find it challenging.
Does this apply to people working in other departments or teaching fields?
Tara
I think it comes down to your pedagogy and your outcomes. If your outcome is memorization of information, you may not see space or use for positionality statements. However, if your outcomes are developing critical thinking skills, fostering critical material analysis, preparing students for grad work, or if you want the students to be able to apply and develop a relationship between what they are learning with their lives and the world, then there is absolutely space and time for positionality statements. I say this because the more time you spend setting up your class in the beginning, the more robust your class becomes—with all of these elements and outcomes—in the end.
David
Things take off after you set the boundaries, structure, and your positionality in the class. I would encourage our colleagues to do this because although there is upfront work, there is a payoff for the rest of the semester in terms of community and relationships. There is a deeper understanding of material, context, texts, and the self that comes out of the assignment.
What opportunities exist?
Tara
I think it really allows students to connect their academic learning, their lived experience, and the world outside the institution. I also find that it has a big impact on student wellbeing and social skills. Students have expressed how they have struggled with in-person learning, creating relationships with peers, and creating community on campus since COVID. I find that the positionality statement assignment, and the after-effects, help students to develop that sense of community and cohort, and it becomes very impactful and enjoyable for them. Further, at the university, it seems to me our purpose is to develop complete people who go out into society to engage, build, and contribute to creating a healthy society. I see positionality statements as contributing to that.
To me, positionality statements respond to the TRC as they set the stage for multiple perspectives. There is not one monolithic experience that is settler, Indigenous, or new immigrant, for example. Positionality statements open space for everyone to bring in their own knowledge and perspectives while engaging in understanding and vulnerability. In doing so, they facilitate the process of identifying truth, speaking truth, and hearing truth. From there, positionality statements also work to create a community for building relationships based on mutual understanding, which is foundational to the reconciliation process.
David
I would just say I think it is like walking the walk. You are actually putting into practice what EDI+I is telling us and allowing students to understand that as well. I think that positionality statements contribute to our purpose at the university of providing humans with the tools to cultivate a more well-rounded, relational, and holistic view of themselves and the world.