Positioning: The Discursive Production of Selves

Davies, Bronwyn; Harré, Rom

doi:10.1111/j.1468-5914.1990.tb00174.x

Cited by 3,736 publications

(3,075 citation statements)

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“…The analysis also drew on positioning theory (Davies & Harré, 1990), which attempts to reconceptualise static and essentialist notions like role and identity. It assumes that when people speak they implicitly position themselves and others in relation to the topic under discussion.…”

Section: Methodsmentioning

confidence: 99%

Professional accounts of electroconvulsive therapy: A discourse analysis

Stevens

Harper

2007

Social Science & Medicine

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Electroconvulsive therapy (ECT) is a socially contested psychiatric intervention. However, the accounts of professionals involved in its use have rarely been systematically investigated.This study aimed to examine the accounts of clinicians who have used ECT on a routine basis. Eight health professionals (psychiatrists, anaesthetists and psychiatric nurses) with experience of ECT administration were interviewed about the procedure. Discourse Analysis was used to interpret the interview transcripts. Interviewees appeared to draw on a repertoire which constructed ECT recipients as severely ill. This was used to support claims which had the effect of: defining who should receive ECT; warranting the use of urgent physical psychiatric treatments; reformulating distress in biological terms; and discounting the therapeutic value of alternative, non-physical interventions. The interviewees managed concerns about ECT in a variety of ways, for example by: rendering it as a medical procedure with concomitant risks and benefits; downplaying a lack of clarity over its evidence base; and undermining the legitimacy of criticisms. Implications of these findings are discussed. Abstract word count: 166 words

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Section: Methodsmentioning

confidence: 99%

Professional accounts of electroconvulsive therapy: A discourse analysis

Stevens

Harper

2007

Social Science & Medicine

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“…This requires the researcher to look at the way the speakers position themselves throughout the narrative, the presentation of 'self. ' Davies and Harre (1990) discuss the idea of positioning as a way of understanding personhood, recognizing that once an individual takes up a particular position, he or she sees the world from the vantage point of that position. They also acknowledge that an individual can take up a variety of positions in various storylines, "in telling a fragment of his or her autobiography a speaker assign parts and characters in the episodes described, both to themselves and to other people, including those taking part in the conversation" (Davis & Harre, 1990, p. 7).…”

Section: Narrative Inquirymentioning

confidence: 99%

Teachers' Experiences of Induction: A Narrative Retrospective Inquiry

Clark¹

2017

Preprint

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It is well established that beginning teachers need support to bridge the gap from college teacher preparation to the classroom setting (Fletcher & Strong, 2009; Wong, 2003). In fact, lack of support in this transition has been identified as a leading factor that causes beginning teachers to leave the profession at high rates early in their careers (Andrews, Gilbert & Martin, 2006). Research suggests that coaching is an effective way to support beginning teacher’s learning (Ingersoll & Strong, 2011). The purpose of this qualitative research is to tell the lived experiences of nine teachers who took part of in a statewide induction coaching program. Using narrative inquiry methodology with semi-structured interviews, the study sought to gain the individual stories of past beginning teachers who worked with an induction coach, identify common themes across beginning teachers’ narratives, and to understand what their retrospective stories tell us about working with their induction coach. Four main implications of the findings include the needs of beginning teachers in the field, phases of coaching in reaction to the needs of beginning teachers, qualities of an induction coach, and the need for coaches to mediate the identities of the beginning teacher.

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“…Initialt gjordes ett antal avlyssningar av de inspelade intervjuerna för att på så sätt få en genomlysning och en helhetsbild av pedagogernas utsagor. Vi betraktar här pedagogernas tal om utvecklingssamtal som en diskursiv praktik, där det konstrueras och produceras en mängd både önskvärda och mindre önskvärda positioner för aktörerna att inta eller förkasta (Davies & Harré, 1990). Dessa positioner är inte statiska, utan genom multipla interaktioner formas och återformas de inom en särskild diskurs.…”

Section: Studienunclassified

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

Simonsson¹,

Markström²

2013

nbf

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Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to study the parent-teacher conference in the Swedish preschool and, based on interviews with preschool teachers, generate knowledge about how they view and the importance they give the parent-teacher conference as a social practice in the preschool and as a part of their profession. The analyses of the interviews show that the parent-teacher conference is an important tool for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the results show that the parent-teacher conference is central for creating a complete picture of the child, and that it can be seen as an assessment practice for not only the child, the parents and the preschool as an institution but also for the preschool teachers themselves in their role as professionals.

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Positioning: The Discursive Production of Selves

Cited by 3,736 publications

References 2 publications

Professional accounts of electroconvulsive therapy: A discourse analysis

Professional accounts of electroconvulsive therapy: A discourse analysis

Teachers' Experiences of Induction: A Narrative Retrospective Inquiry

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

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