Our social locations have a strong influence on what we see-and on what we don't see. Particularly if we are members of more dominant social groups, it may be easier for us to take our knowledge for granted, and not notice that there might be other ways of seeing and knowing.

In a study of learners' perspectives on progress, one of the researchers noted:

Identifying that the majority of literacy workers come from a white, middle class background is important and integral to understanding where we come from, how we "see" the research data and what we "hear" in learners' words. (Lefebvre, Belding, Brehaut, Dermer, Kaskens, Lord, McKay, & Sookermany, 2006, p. 46)

For more on the idea of White identity, you might read:

• Shore, S. (2003). What's whiteness got to do with it? Exploring assumptions about cultural differences and everyday literacy practices. Literacies 2, 19-25.
  http://www.literacyjournal.ca/literacies/2-2003/practice/2/1.pdf

As other examples, a teacher or learner who identifies as a heterosexual parent might not see how books and articles about parenting might exclude parents who are in gay or lesbian relationships, or couples who don't have children. People who have succeeded in formal educational institutions may be less open to other ways of learning and knowing (Hammerberg & Grant, 2001). On the other hand, members of non- dominant groups may be conscious of the dominant perspective as well as of the non-dominant ones.

The Power Flower activity is one way to look at or be reminded about our social identities or locations in relation to the dominant ones. If you'd like to do this activity, make a copy of the Power Flower on the next page.

The flower includes three rings of petals. Various identities are listed on the petals in the centre ring.

• Review the identities that are listed. Add any that are missing for you. (For example, I might add "parenthood" as an identity.)
• For each identity that is listed, name the dominant identity in Canada. For instance, in most of Canada, the dominant language is English. Write these identities on the petals in the second ring.
• On the third ring, note your own identities.