In response to the need for more inclusive and critically reflexive group collaboration, I propose introducing a structured Positionality Mapping activity at the start of group projects within the MA Innovation Management course. This intervention encourages students to reflect on and share aspects of their personal, cultural, and professional identities that may shape how they approach teamwork, knowledge, and problem-solving.
Rather than assuming “neutral” participation, students will complete a visual mapping of their positionality (e.g. cultural background, disciplinary training, language comfort, access needs, religious practices, working styles). They will be invited — but not required — to share parts of their map with their group, fostering empathy, trust, and better self-organisation. Staff will model the practice in advance by creating and sharing their own maps. This can be framed as a modified version of a personal SWOT analysis — going beyond strengths and weaknesses to include aspects of identity, learning style, and values that shape one’s role in a team.
This activity draws on the idea that knowledge is always situated and shaped by lived experience (Cuevas, 2020). By surfacing these perspectives early on, the intervention helps build psychological safety, addresses power imbalances, and aligns with Freire’s (1996) call for education as a dialogic, liberatory process. It also echoes Kishimoto’s (2018) anti-racist pedagogy, which centres self-reflection and power awareness in teaching practice.
Though it may resemble group agreements — which define how a group will work together — Positionality Mapping is distinct and comes first. It focuses on individual reflection before group coordination, supporting mutual understanding rather than just consensus. It encourages students to recognise and value the diverse perspectives shaping how each person contributes.
This intervention is low-cost, easily facilitated via Miro or paper templates, and highly adaptable. Its relevance is heightened by the diversity of our student cohort at UAL, where race, class, gender, disability, and faith intersect in complex ways. Colleagues from the PgCert responded positively, highlighting its potential to improve group cohesion and reduce invisible barriers in teamwork.
Ultimately, Positionality Mapping supports a shift towards inclusive, co-owned learning environments — helping students become aware not only of what they contribute, but of how and why they show up in the way they do (Brookfield, 2017).
References
Brookfield, S.D. (2017) Becoming a Critically Reflective Teacher. 2nd edn. San Francisco: Jossey-Bass.
Cuevas, A.K. (2020) ‘Positionality as Knowledge: From Pedagogy to Praxis’, PS: Political Science & Politics, 53(3), pp. 527–531.
Freire, P. (1996) Pedagogy of the Oppressed. London: Penguin Books.
Kishimoto, K. (2018) ‘Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom’, Race Ethnicity and Education, 21(4), pp. 540–554.
One reply on “INTERVENTION Embracing Difference: Positionality Mapping as a Tool for Inclusive Learning”
This sounds like a good strategy to build a more intentional and empathetic collaboration among students. Understanding each other’s positionality could encourage mutual respect, reduce misunderstandings, and create a stronger sense of trust and accountability within the group. I wonder if the maps could extend beyond a single project and be revisited and updated throughout the academic year – as a way to reflect on evolving barriers, shifts in perspective, or changes in group dynamics.