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Making space for positionality stories in higher education: using embodied feminist and critical pedagogies in practice.

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Title: Making space for positionality stories in higher education: using embodied feminist and critical pedagogies in practice.
Authors: Greenwood, Sharon1 (AUTHOR) Sharon.Greenwood@glasgow.ac.uk, Ferrie, Jo Edson2 (AUTHOR)
Source: Teaching in Higher Education. Aug2025, Vol. 30 Issue 6, p1546-1555. 10p.
Subject Terms: *Higher education, *Critical pedagogy, *Educational change, *Progressive education, *Linguistic context, *Education advocacy, *Educational equalization, Neoliberalism
Abstract: To reimagine criticality in higher education, we emphasise positionality in pedagogy. As educators, we argue there is value in critically engaging with who 'we' are, and why exposing our positionality is an important aspect of curating a learning environment based on critical feminist pedagogical principles. Positionality stories help students identify axes of power and contextualise learning with their indigenous knowing and with disciplinary learning. This allows educators to engage students in 'principled resistance' to neoliberal bureaucracies, who are set on commodifying the sector through destabilising opportunities in lieu of meeting targets. We argue education is the pursuit of transgressive learning that empowers students with skills and a mindset to transform their worlds beyond the classroom. These ideas have been rehearsed by critical, feminist pedagogues, and we extend the theory to consider how teachers also benefit from knowing each other and uniting in our commitment to transformation through education. [ABSTRACT FROM AUTHOR]
Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Making space for positionality stories in higher education: using embodied feminist and critical pedagogies in practice.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. Aug2025, Vol. 30 Issue 6, p1546-1555. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Progressive+education%22">Progressive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Linguistic+context%22">Linguistic context</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+advocacy%22">Education advocacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Neoliberalism%22">Neoliberalism</searchLink>
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  Data: To reimagine criticality in higher education, we emphasise positionality in pedagogy. As educators, we argue there is value in critically engaging with who 'we' are, and why exposing our positionality is an important aspect of curating a learning environment based on critical feminist pedagogical principles. Positionality stories help students identify axes of power and contextualise learning with their indigenous knowing and with disciplinary learning. This allows educators to engage students in 'principled resistance' to neoliberal bureaucracies, who are set on commodifying the sector through destabilising opportunities in lieu of meeting targets. We argue education is the pursuit of transgressive learning that empowers students with skills and a mindset to transform their worlds beyond the classroom. These ideas have been rehearsed by critical, feminist pedagogues, and we extend the theory to consider how teachers also benefit from knowing each other and uniting in our commitment to transformation through education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13562517.2025.2487763
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        Text: English
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      – SubjectFull: Educational change
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      – SubjectFull: Progressive education
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              Text: Aug2025
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