Ask students to reflect on how they have been exposed to and impacted by society's messages about race, gender, and sexual identity, after the teacher has modeled vulnerability¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article describes a sequencing move: the instructor first demonstrates honest self-assessment, then invites students into reflective work on social messages. The authors note that asking students "to be vulnerable in talking about how they have been exposed to, and impacted by, society's messages about race, gender, and sexual identity" carries "a responsibility to first demonstrate that vulnerability ourselves." The strategy orders teacher disclosure before student reflection.

Design Implications¶

Context¶

Requirements¶

• Teacher must first demonstrate vulnerability and honest self-assessment before the student reflection activity

Constraints¶

Target Learners¶

• higher education students in justice- and equity-focused courses

Target Learning Goals¶

• reflective examination of one's relationship to power, privilege, and oppression

Related Strategies¶

• Where Are the People Like Me?

Examples¶

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Key Sources¶

• Angelica Paz Ortiz, Beth Tarasawa, Jack Straton, Noelle Al-Mustaifry, Anmarie Trimble. (2019). Positionality in teaching: Implications for advancing social justice. Journal of General Education 67(1), 109-121. https://www.nwea.org/research/publication/positionality-in-teaching-implications-for-advancing-social-justice/