Researcher-participant positioning in classroom research

Ritchie, Stephen M., and Rigano, Donna L. (2001) Researcher-participant positioning in classroom research. International Journal of Qualitative Studies in Education, 14 (6). pp. 741-756.

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Abstract

Now that the discursive practices of students and teachers consume the attention of many classroom researchers, it is timely to consider the interrelationships between researchers and their participants or "subjects." Positioning theory gives prominence to the position/speech-act/storyline triad in conversations. While positioning theory has informed several poststucturalist scholars in a variety of settings, the authors are unaware of other studies where the positions/positioning of researcher and participants have become the focus of investigation. In this article the authors demonstrate how the application of positioning theory can be helpful in understanding conversations between researchers and their research participants, particularly in interviews. Also, they discuss the issues of power relations, subjectivities, validity, and ethics as they relate to the research relationships identified in the study.

Item ID: 13241
Item Type: Article (Refereed Research - C1)
Keywords: discourse; ethics; power; research practices
ISSN: 1366-5898
Date Deposited: 16 Jul 2012 05:49
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 75%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 20%
13 EDUCATION > 1303 Specialist Studies in Education > 130309 Learning Sciences @ 5%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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