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Circuits of power

Jaime Dugan

Created on March 11, 2026

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Transcript

Circuits of power

Jaime Dugan EDU7218

Positionality

  • ELL teacher, adjunct ESOL instructor, EdD candidate, Korean adoptee raised in the United States
  • Prior international teaching (Seoul), work with Somali refugee adult learners, advisory board member at Sunsar Maya
  • Adult literacy as a career-long passion
  • Doctoral research creates the conditions and accountability to investigate this formally

Research Context

  • Nepal-based nonprofit, 3 community centers, afterschool program, teacher training, women's literacy
  • 124 different language backgrounds — extraordinary linguistic diversity
  • Adult literacy for economic empowerment, health
  • Organizational structure: local Nepali staff, community center model, international advisory board
  • Curriculum currently in use: adapted from K-12 frameworks
  • Brief note on the literacy landscape in Nepal (gender, caste, access)

Circuits of power

  • Material: dependent on donors; dictated by the Board of Directors and program leadership
  • Personnel: goal is to have power with action research participants
  • Policy: Board of Directors has power over program policies

potential contribution

  • Primary contribution: strengthen women's literacy program operations and instruction
  • Secondary contribution: inform similar programs in Nepal and elsewhere

References

Baz, S. A. (2023). An intersectional reflexive account on positionality: Researching Pakistani and Bangladeshi Muslim lone motherhood. Qualitative Research, 1-19. https://doi.org/10.1177/14687941231165893 Bell, L.A. (2016). Theoretical foundations for social justice. In M. Adams, & L.A. Bell (Eds.), Teaching for Diversity and Social Justice, 3rd Edition, (pp. 3-26). Routledge. Holmes, A. G. D. (2020). Researcher positionality - A consideration of its influence and place in qualitative research - A new researcher guide. Shanlax International Journal of Education, 8(4), 1–10. https://doi.org/10.34293/education.v8i4.3232 Sensoy, Ö., & DiAngelo, R. (2017). Oppression and power. In Is everyone really equal? An introduction to key concepts in social justice education (2nd ed., pp. 60–79). Teachers College Press. Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.

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  • Generate experiences with your content.
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  • Make sure your audience remembers the message.

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Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.