The concept of researcher positionality highlights the ways in which a researcher’s own stance, perspectives, and lived experiences influence their work.  It is an acknowledgment that, as Shpancer (2010) notes, “There is no such thing as the view from nowhere, or from everywhere…You cannot understand the view without the point of view” (as cited in Cumming et al., 2023, p. 415). As Boveda and Annamma (2023) argue, researchers must first “reflect and address where their locations lie in relationship to interlocking systems of oppression; fields of study; and, most importantly, research participants over time” (p. 307).

I bring a unique set of experiences and perspectives to my work as a former teacher and current doctoral student. I have experienced both privilege and barriers to success, and have come to understand the ways in which systems of power and oppression shape the lives of individuals and communities. I recognize that my positionality is shaped by a complex set of intersecting identities and experiences, and that it influences my perspective and approach to every aspect of my work. 

I acknowledge first and foremost that as a white researcher, I bring my own history of being raised in a culture of white supremacy. This shapes the way I think and write about education, dis/ability, and racially and ethnically marginalized communities. As a white woman, I recognize that I have benefited from and been complicit in systems of oppression, including systemic racism and colonialism. As a former teacher and current graduate student, I have seen firsthand the ways in which intersecting systems of power and oppression shape the experiences of students and teachers. I am committed to examining and challenging my own assumptions and biases in order to promote social justice and equity in education. As a person with multiple invisible dis/abilities myself, I have firsthand experience of the ways in which ableism can impact access and opportunities. This has been instrumental in shaping my research interests, my commitment to understanding and addressing issues of ableism in my work, and to creating inclusive and accessible learning opportunities for all students.

I also acknowledge that my views are influenced by privileges associated with my white  racialized identity, U.S. citizenship, and gender identity as a cisgender woman. By making my privilege “visible” in this manner (López et al., 2018; Milner, 2007; Perouse-Harvey, 2022), I hope to emphasize that my background and experiences inevitably influence all aspects of my research, and I strive to challenge the (often unspoken) normalization of whiteness and other forms of domination in research (Hammond, 2019). My intersectional identities and academic experiences have inspired me to focus my teaching and research on dismantling structural oppression using critical theory methodologies. These firsthand experiences have heightened my awareness of the systemic inequalities that persist in our society and have motivated me to work towards dismantling the oppressive structures that harm us all (McGhee, 2022).

As I continue to do anti-racist research, I am committed to ongoing self-reflection, to accepting feedback, and to examining the ways in which my positionality impacts my research, teaching, and other professional work. I believe that this self-reflection is essential not only for personal growth, but for promoting inclusivity and equity to improve educational systems as well. Ultimately, my goal is to use my research as a tool for social change, working in solidarity with communities to dismantle oppressive systems and create a more just and equitable society.

Boveda, M., & Annamma, S. A. (2023). Beyond making a statement: An intersectional framing of the power and possibilities of positioning. Educational Researcher, 52(5), 306–314. https://doi.org/10.3102/0013189X231167149

Cumming, M. M., Bettini, E., & Chow, J. C. (2023). High-quality systematic literature reviews in special education: Promoting coherence, contextualization, generativity, and transparency. Exceptional Children, 89, 412–431. https://doi.org/10.1177/00144029221146576

Hammond, J. W. (2019). Making our invisible racial agendas visible: Race talk in Assessing Writing, 1994–2018. Assessing Writing, 42, 100425. https://doi.org/10.1016/j.asw.2019.100425

López, N., Erwin, C., Binder, M., & Chavez, M. J. (2018). Making the invisible visible: Advancing quantitative methods in higher education using critical race theory and intersectionality. Race Ethnicity and Education, 21(2), 180–207. https://doi.org/10.1080/13613324.2017.1375185

McGhee, H. C. (2022). The sum of us: What racism costs everyone and how we can prosper together. One World.

Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400. https://doi.org/10.3102/0013189X07309471

Perouse-Harvey, E. (2022). Seeing the unseen: Applying intersectionality and disability critical race theory (DisCrit) frameworks in preservice teacher education. Teachers College Record: The Voice of Scholarship in Education, 124(7), 51–81. https://doi.org/10.1177/01614681221111429

White, E. M. (1994). Issues and problems in writing assessment. Assessing Writing, 1(1), 1–27.