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The Teacher Is Not Neutral: Naming Our Power in the Room

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Teaching is never a neutral act; educators inevitably bring their social identities, lived experiences, and power dynamics into the classroom. The Teacher Is Not Neutral challenges the myth of educator objectivity, prompting honest reflection on how our positioning affects curricula, interactions, and classroom climate. Rather than denying or hiding these influences, participants will learn to name, interrogate, and ethically leverage their power. Through guided activities, self-assessment, and facilitated dialogue, this workshop equips educators to co-create more equitable, transparent, and trust-filled spaces—acknowledging that who we are profoundly shapes how we teach.

Teaching is never a neutral act; educators inevitably bring their social identities, lived experiences, and power dynamics into the classroom. The Teacher Is Not Neutral challenges the myth of educator objectivity, prompting honest reflection on how our positioning affects curricula, interactions, and classroom climate. Rather than denying or hiding these influences, participants will learn to name, interrogate, and ethically leverage their power. Through guided activities, self-assessment, and facilitated dialogue, this workshop equips educators to co-create more equitable, transparent, and trust-filled spaces—acknowledging that who we are profoundly shapes how we teach.

Key Focus Areas

  1. Unlearning the Myth of Objectivity

    • Explore why neutrality is an illusion, especially in contexts shaped by race, class, gender, ability, and other social factors.

  2. Recognizing Personal Positionality

    • Reflect on how personal identity, privilege, and biases influence everyday decisions—from material selection to disciplinary responses.

  3. Ethically Exercising Classroom Power

    • Acquire tools for transparent communication, co-creating norms with students, and building equitable relationships that harness power responsibly.

Who Should Attend?

  • K–12 & Higher Ed Teachers
    Ready to move beyond “just the facts” teaching and embrace a more reflective, values-driven approach that honors diverse student realities.

  • Curriculum Developers & Instructional Coaches
    Interested in supporting staff in designing classroom experiences that acknowledge educator perspectives instead of feigning neutrality.

  • School Administrators & DEI Committees
    Committed to fostering a school-wide culture where educators feel safe examining positionality and rethinking power structures.

  • Youth Program Facilitators & Community Organizers
    Looking to embrace a similar ethic of transparency about influence, identity, and power in non-traditional educational or activist contexts.

Learning Objectives

  1. Examine Social Identities & Classroom Roles

    • Understand how race, gender, class, and other markers shape your authority and presence, impacting student engagement and participation.

  2. Illuminate Hidden Biases & Assumptions

    • Explore methods (e.g., journaling, peer feedback) to uncover unconscious influences on curriculum choices, policy enforcement, and grading practices.

  3. Practice Equitable Power Sharing

    • Develop strategies like co-created classroom agreements, student-led discussion models, and transparent decision-making processes that redistribute influence.

Why It Matters

Pretending to be neutral often upholds dominant narratives and undermines real justice—students sense when unacknowledged biases or power hierarchies dictate classroom life. By openly naming our roles and identities, educators demonstrate authenticity, build deeper trust, and invite students to critically engage their own perspectives. This honesty and self-awareness help cultivate more respectful, liberated spaces where no one feels coerced or silenced. Ultimately, recognizing the teacher’s power can pave the way for transformative learning anchored in vulnerability, mutual respect, and collective empowerment.

Is This Workshop For You?

  • Unsure how personal history or identity might shape your curriculum, discipline decisions, or interactions?
    We’ll share reflection prompts and group activities for uncovering these subtleties.

  • Concerned that naming positionality could invite controversy or criticism?
    Learn ways to frame these discussions respectfully, focusing on relational trust and collaborative exploration of power.

  • Interested in making your classroom a more inclusive environment but feel stuck on where to start?
    Discover practical approaches—like rotating facilitation, shared grading rubrics, or flexible discussion norms—to model power sharing in action.

  • Ready to move beyond “teacher neutrality” and into honest dialogues about bias, privilege, and responsibility?
    We’ll provide conversation guides, reflection exercises, and self-assessment tools that encourage bold yet empathetic engagement.

If these questions align with your educational journey, “The Teacher Is Not Neutral: Naming Our Power in the Room” offers the clarity, resources, and community of practice you need to reshape classroom power dynamics for genuine equity.