Power and Positionality
Why This Matters
In YPAR, we talk a lot about sharing power with students—but we also need to name the power we hold. As teachers, our identities, histories, and positions in the school shape how students experience this work. Reflecting on your positionality helps you stay aware of how power circulates in the classroom, and how you can use it to protect student voice.
Reflection Prompts
How might your identity (race, gender, language, class, age, etc.) shape how students engage with you in YPAR?
When and where do you feel most powerful in your school? When do you feel constrained?
(This can affect how you support student action.)
When and where do you believe your students feel most powerful in schools? When do you believe they feel constrained?
(This can affect how you support student action.)
What will you do when your own values, perspectives, or comfort are challenged by students’ research or advocacy?
(Can you listen, pause, debrief, or get support?)