ABSTRACT
This chapter illustrates how the assignment opened opportunities for Jay, a pseudonym to reflect on the relationship between positions of power and identity enactment during moment-to-moment classroom interactions. Agee explored how one teacher attempted to negotiate the power structure of high-stakes teaching as an early-career teacher and how those negotiations shaped her identity as a culturally relevant teacher. Teachers also negotiate power with students during classroom interactions. Less research has examined how video analysis could be used as a tool for preservice teachers to analyze and reflect on positions of power during interactions. Jay also positioned himself as a teacher who hoped to implement aspects of critical pedagogy, such as facilitating dialogue that questioned power relations. Jay's response attempted to construct a socially recognized identity of a democratic teacher. By using polite discourse to negotiate power with the student, he illustrated his belief that student feedback was important and welcomed.
