Positioning in Practice: Understanding Participation in the Social World

Linehan, Carol; McCarthy, John

doi:10.1111/1468-5914.00139

Cited by 72 publications

(35 citation statements)

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“…Indeed, elsewhere I have criticised Wenger's model for its ability to account for the varied forms of participation and practice that occur (Boylan, 2004). Studies of participation informed by literacy studies and linguistic analysis support this suggesting that understanding change, moment to moment interaction and the reification of meaning requires more fluid frames to analyse practice (see Barton & Hamilton, 2005;Linehan & McCarthy 2000;Tusting, 2005). Barton & Hamilton (2005) also draw on Actor Network Theory and other sociological perspectives to address issues of agency and power.…”

Section: Communities Of Practicementioning

confidence: 99%

“…This is not to say that in a school classroom the teacher has a monopoly on power. In moment to moment interactions in classrooms sometimes overt and sometimes subtle contestation for position take place (Linehan & McCarthy, 2000, 2001. Power may be contested more directly when conflict arises over the extent to which school mathematics practices are to be the focus of participation (Boylan, 2002).…”

Section: Powermentioning

confidence: 99%

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Ecologies of participation in school classrooms

Boylan

2010

Teaching and Teacher Education

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The concept of legitimate peripheral participation was developed by considering informal learning contexts. However, its applicability to school classrooms is problematic. This is particularly so when teacher centred and decontextualised procedural practices predominate as they do in usual school mathematics classrooms.Different meanings of participation in community of practice theory are identified. The applicability of legitimate peripheral participation to school mathematics classrooms is critiqued by considering: the nature of social practice, learning relationships, power, agency, and identity. Different forms of participation in school mathematics are discussed and the concept of ecologies of participation is proposed as a means to understand the complexity and multidimensionality of participation in both formal and informal learning contexts.

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Section: Communities Of Practicementioning

confidence: 99%

Section: Powermentioning

confidence: 99%

Ecologies of participation in school classrooms

Boylan

2010

Teaching and Teacher Education

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“…Within education, a small number of studies have used positioning theory to examine interpersonal interactions within teacher-student (Given 2002;Linehan and McCarthy 2000), researcher-participant (Ritchie and Rigano 2001), peer (Given 2002;Ritchie 2002;Tunstall 2003), student teacher-student (Cook-Sather and Young 2007), and mentoring (Bullough and Draper 2004) relationships. Each of these studies was situated in a live, face-to-face setting, which is the typical application of positioning theory as a research framework.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Facilitator presence and identity in online discourse: use of positioning theory as an analytic framework

Dennen

2010

Instr Sci

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In this study, positioning theory was used as a theoretical framework for analyzing facilitator presence and identity in online discussion transcripts. The study has two purposes. First, the study provides a description of naturally occurring facilitator positioning by facilitators and students in two online and two blended classes. Second, it confirms and demonstrates positioning theory's usefulness, for both research and pedagogical purposes, as framework through which presence and identity in asynchronous forums may be evaluated. Findings show that facilitator positioning was more likely to occur through facilitator-written messages than through student-written ones, and to be either tacit or performative in nature. Accountative facilitator positioning tended to occur infrequently and only as a second order discourse act in response to a student request. More notably, students infrequently positioned facilitators, relying on tacit assumptions that traditional roles would be supported through the discourse.

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“…In all conversational interaction, participants present themselves as a "certain kind of person" having certain "qualities and capacities", and what is said will reflect individuals' "ever-changing 'take' on [their] ever-changing and largely relational" self-perceptions (Harr e, 1998, p. 127). Clearly, interviews are conversations, and as such are the product of interaction, negotiation and the interviewer's and interviewee's roles and relationships, as shown in Harr e and colleagues' positioning theory (Davies & Harre, 1990;Linehan & McCarthy, 2000). Consequently, interview data are no more likely to be "direct representation[s] of truth" (Kramsch, 2003) than questionnaire responses.…”

Section: Literature Reviewmentioning

confidence: 99%

A study of self-concept in reading in a second or foreign language in an academic context

Walker

2015

System

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Positioning in Practice: Understanding Participation in the Social World

Cited by 72 publications

References 0 publications

Ecologies of participation in school classrooms

Ecologies of participation in school classrooms

Facilitator presence and identity in online discourse: use of positioning theory as an analytic framework

A study of self-concept in reading in a second or foreign language in an academic context

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