Reflexive Positioning and Culture

Tan, Siu-Lan; Moghaddam, Fathali M.

doi:10.1111/j.1468-5914.1995.tb00281.x

Cited by 41 publications

(29 citation statements)

References 25 publications

(14 reference statements)

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“…Thus, the focus will be on how the use of discourse not only accounts for cigarette smoking, retrospectively, but how it actively serves to maintain that behaviour in the future. This will be done through the use of positioning theory (Van Langenhove and Harre, 1994;Tan and Moghaddam, 1995). Positioning theory allows the discourse analyst to examine the discursive positions speakers`take up' in relation to other people as well as in relation to events and activities.…”

mentioning

confidence: 99%

‘You get the nicotine and that in your blood’—constructions of addiction and control in women's accounts of cigarette smoking

Gillies

Willig

1997

J. Community. Appl. Soc. Psychol.

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In this study discourse analysis was used in order to gain a greater understanding of the multiple meanings that women smokers attach to cigarette smoking. The discursive constructions used by women to explain and justify their smoking behaviour were identified by analysing the transcripts of four semi-structured interviews. All respondents framed their accounts of cigarette smoking within a discourse of addiction, reflecting the prevalence of this construction within the disciplines of medicine, psychology and health promotion. The deterministic and disempowering implications of this discourse are discussed in relation to the subsequent identification of constructions of control and self-regulation which were utilized by most of the respondents. This article also discusses the significance and implications of these discursive constructions to health promotion efforts.

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mentioning

confidence: 99%

‘You get the nicotine and that in your blood’—constructions of addiction and control in women's accounts of cigarette smoking

Gillies

Willig

1997

J. Community. Appl. Soc. Psychol.

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“…As it does so, perhaps, outside of the conscious intention of the person making the utterance, it is inserted into a social context made up of patterns of meaning, often in contest with other meanings … They can even obscure the possibility that other meanings exist. (Winslade 2006, 505) Using 'position' instead of role or type shifts discussion from the ritualistic and formal to the dynamic and negotiable; identity should thus be seen as actively negotiated and achieved rather than fixed and given (Tan and Moghaddam 1995). This describes a social world ordered through construction; of note here is the socio-political: the micro-politics of discursive acts and formational activities.…”

Section: Journal Of Education Policymentioning

confidence: 93%

“…The theory posits that within the person/conversation reference, positioning is a process whereby speakers construct personal stories within discourse, and such stories are taken up or resisted. In this way, actions are made intelligible and determinate as social acts (Tan and Moghaddam 1995). It is, then, possible to identify the positioning triangle ( Figure 1); a model to explain the interaction between the positions people are offered and those they might hold, the storylines that abound and the social force of the language used to bring about effect .…”

Section: Positioning Policymentioning

confidence: 99%

Education policy: explaining, framing and forming

Adams

2015

Journal of Education Policy

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This paper presents a new heuristic device for the analysis of educational policy. Through an examination of the Evaluative State and the work of Brian Fay, the paper considers the way in which educational policy is subject to rational and linear forms of policy action and implementation. To counter this, positioning theory is deployed to consider the way in which we are produced both by discourse and the language of the 'moment' in discursive acts. Using the work of Gee, the paper contends that policy texts and policy Discourse 'themselves form policy, that is, they position policy-explanation and policy-framing within the bounds of the institution and so give policy form'. Problematically, such mechanisms may succumb to the 'death of subject' and accordingly I offer a third method by which we might conceive of education policy: the discursively produced position call. Subsequently, I propose a tri-partite theory for the examination and understanding of policy: policy-explaining, the production of policy texts; policy-framing, the ways in which all can be positioned by texts and Discourse to produce the meanings imbued upon policy; and, policy-forming, the impact of moment-by-moment conversational acts for their production of the policy text itself, that is, the ways in which policy is locally formed rather than locally mediated.

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“…The term reflexive positioning refers to 'positioning oneself as' or 'taking a stance toward' in the interaction with others in a particular situation and thus recognizes that teacher educators view the practice of educating teachers from a particular position (Harr e & van Langenhove, 1999;Tan & Moghaddam, 1995;Taylor, Bougie, & Caouette, 2003). van Langenhove and Harr e (1999) describe how "self-positioning occurs in every conversation where one wants to express his/her professional identity", for example, "by referring to events in one's biography" (p. 24).…”

Section: Positioning Theorymentioning

confidence: 98%

Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework

Vanassche

Kelchtermans

2014

Teaching and Teacher Education

105

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h i g h l i g h t sThe relation between teacher educators' positioning and their practices. Professionalism manifests itself in teacher educators' actions and behaviors. A close examination of teacher educators' normative beliefs is essential. a b s t r a c tThis study connects to the international call for research on teacher educator professionalism. Combining positioning theory with the personal interpretative framework, we examined the relationship between teacher educators' positioning and their teacher education practices. The interpretative analysis of qualitative data from twelve experienced Flemish teacher educators revealed three teacher educator positionings: a teacher educator of 'pedagogues', a teacher educator of reflective teachers, and a teacher educator of subject teachers. Each positioning constitutes a coherent pattern of normative beliefs about good teaching and teacher education, the preferred relationships with student teachers, and valuable methods and strategies to enact these beliefs.

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Reflexive Positioning and Culture

Cited by 41 publications

References 25 publications

‘You get the nicotine and that in your blood’—constructions of addiction and control in women's accounts of cigarette smoking

‘You get the nicotine and that in your blood’—constructions of addiction and control in women's accounts of cigarette smoking

Education policy: explaining, framing and forming

Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework

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