Positionality, Intersectionality, and Power: Socially Locating the Higher Education Teacher in Multicultural Education

This paper explores positionality, intersectionality, context, and power in relation to the higher education teacher in multicultural education. The author argues that higher-education teachers, who teach multicultural education, benefit from understanding their own social location in relation to their students on account of the complexity involved in constructing meaning in any one class. The author examines this issue through an integration of multicultural education, critical feminist, and social construction theories. Furthermore, the author organizes the paper into three parts: an overview of key theories, the social location of the author as a model of the theories at work, and practices and strategies in addressing critical multicultural education issues.