Understanding identity and positionality through student-staff interactions on an Education Studies undergraduate programme

Abstract

Education studies’ students and staff bring many different identities with them which shape their interactions and understanding of education and professional development. Understanding identity is a fundamental stage of self-awareness, not only within the spaces of the university but also the world of work. Therefore, this chapter focuses on student-staff interactions as a way of challenging students’ socially constructed, and sanctioned, ideologies of race, gender, ethnicity and other identities. The chapter highlights the importance of positionality and critically reflecting on identity, encompassing both student and staff perspectives. This is not only important to learn about in the university classroom but also beyond, to allow students to become reflective practitioners. Identifying and reflecting on everyday interactions between students and staff will also support students in developing awareness and understanding in other aspects of their lives and future roles as critically reflective practitioners.

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Citation

Bird, T. and Gill, R. (2023) Understanding identity and positionality through student-staff interactions on an Education Studies undergraduate programme In: Pulsford, M., Morris, L. and Purves, R. (eds.) Understanding Education Studies: critical issues and new directions. Abingdon: Routledge

Rights

Research Institute

Institute for Research in Criminology, Community, Education and Social Justice