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ERIC Number: EJ888815
Record Type: Journal
Publication Date: 2006-Jul
Pages: 5
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1740-4622
Who Am I and where Do I "Stand?"
Pawlowski, Donna R.
Communication Teacher, v20 n3 p69-73 Jul 2006
The objective of the assignment described here is to allow students to reflect upon and articulate how they have been shaped by their "standpoints" in life. Many times, students are not aware of others' views and cultural upbringing (other than surface-level issues). By examining how Standpoint Theory shapes one's perceptions of their privileges and limitations in society, students learn from each other and understand the backgrounds of others in the classroom. Any course in which the instructor wants to promote diversity and encourage open communication can be enhanced by this assignment. Some clear underpinnings regarding Standpoint Theory must be understood prior to the presentation and implementation of this activity. This theory is a powerful tool to use in class: it has its own strengths and limitations and brings forth a great deal of discussion regarding how our social construction of reality shapes how we "see" individuals in our communities. In general, Standpoint Theory was originally created to examine the power structures among social positions separating dominance and oppression, in particular among disadvantaged social classes. Today, communication scholars have also used Standpoint Theory as a way to challenge the status quo and to analyze a variety of co-cultural standpoints in our society, including women, poor women/men, nonwhite women/men, minority ethic or religious groups (Miller, 2005; West & Turner, 2004). Thus, Standpoint Theory is used to identify and examine various forms of knowledge, power, and structure in today's society. [A list of references and suggested readings is included.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A