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15 pages, 1395 KiB

Open AccessCommunication

Overcoming Identity Threat: Using Persona Pedagogy in Intersectionality and Inclusion Training

by Cate Thomas

Soc. Sci. 2022, 11(6), 249; https://doi.org/10.3390/socsci11060249 - 2 Jun 2022

Cited by 2 | Viewed by 4919

There are many efforts and strategies in place to increase the inclusivity of workplaces which is a positive approach, but little thought is provided to the personal cost of participants in undertaking some of these initiatives. Often due to the choice of pedagogy, participants may be placed in the situation to reveal hidden parts of their identity which leads to vulnerability and unpredicted exposure in the workplace and organisation. The paper examines the key issue of identity threat whilst undertaking inclusion and intersectional-type training. The paper highlights the continued need to challenge bias and other forms of exclusionary behavioural and cultural practices, however, this must be carried out in a cautious manner to uphold the safety of well-being of all individuals. A solution to minimize or overcome identity threat is offered via the use of persona pedagogy where personas are used expands one’s own world views and limits vulnerability exposure. The persona approach initiates experiences different to an individual’s lived experience which evokes critical reflection of one’s own positionality by taking on another persona. The paper concludes that the use of persona pedagogy leads to true transformative learning in the workplace whilst protecting the identity of individuals. Full article

(This article belongs to the Section Social Stratification and Inequality)

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15 pages, 2735 KiB

Open AccessArticle

Discarded Identities/Inspiring Just Sustainability with Reuse Persona Dolls

by Michelle Domingues

Sustainability 2021, 13(15), 8623; https://doi.org/10.3390/su13158623 - 2 Aug 2021

Cited by 6 | Viewed by 3276

Abstract

The author identifies as a mixed-race Chicana teacher/educator, bridging ecology, culture, and learning situated within an early learning center on a university campus. This inquiry integrates Gloria Anzaldúa’s autohistoria teoría/autobiographical theory and documents (1) the social construction of a gender-fluid persona doll named “Logan” during a focus group with REMIDA Reggio-inspired educators, (2) a (dis)rupture that took place after engaging the persona doll to introduce the term “transgender” during a preschool circle time, and (3) lessons learned to move early childhood education for social sustainability forward. During this disrupture in our learning community, the question of whether or not to discard Logan’s (gender non-binary) identity emerged. Logan’s story is one of curricular innovation in the examination of topics and concepts of ecological sustainability, equity-based pedagogy, and creative reuse through the construction and use of persona dolls. The dolls themselves are created from reuse materials, and they adopt personas and social backgrounds reflecting awareness of ecological and social injustice while co-developing ideas of actions for equity with the input of children. Full article

(This article belongs to the Special Issue Reimagining Early Childhood Education for Social Sustainability in a Future We Want)

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