The 3 Key Insights White Teachers Need To Address Power, Privilege, and Positionality In Everyday Classroom Interactions

A Book Talk about Kwame Sarfo-Mensah's Learning 2 Relearn: Supporting Identity in the Culturally-Affirming Classroom

White teachers can’t create truly inclusive classrooms without intersectional identity awareness. We must recognize our power, privilege, and positionality.

Here are 3 key insights to help white teachers see difference as an asset, not a deficit:

Acknowledge Your Own Relationship with the 3 P's:

White teachers must recognize their own social identities and how they create power & privilege.

It is a mistake to assume neutrality in the classroom.

We must reflect on how our background shapes our positionality in interactions with students if we hope to connect with them rather than exert domination over them.

Challenge whiteness as the default of school culture:

Whiteness often shows up as the unspoken norm in curriculum, language, and even the school holiday calendar.

Many curricula center Eurocentric histories and perspectives, leaving little room for diverse voices.
Language such as “standard English” can erase cultural dialects and identities.
School calendars that only recognize Christian holidays send messages about whose traditions are prioritized.

Embrace call in's as an opportunity to repair harm:

When students make harmful statements rooted in privilege, a punitive response from the teacher can shut down learning.

Establish a culture of calling in each other, framing conversations as learning opportunities. For example, ask, “Whose perspective might you missing here?”

Model how to effectively respond when you slip up and get called out - Not defensive, recognizing the difference between intent vs. impact, acting to repair.

Addressing your power, privilege, and positionality doesn't happen overnight, but these insights can help teachers create brave spaces where all students feel seen, heard, and valued.

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