Positioning theory was used to identify interactions between an instructor and student in a general science class. Using Anderson’s analysis categories and multiple forms of data provided space to look at typically unseen dynamics. One salient conversation between the instructor, Courtney and student, Matthew reveals power dynamics between them. Without this analysis , the instructor, Courtney, appears to hold all the authority. However, our analysis sho wed that Matthew held power to move the class forward. It is unclear i f they shared this power at the epistemic level in addition to the logistical le vel.
Anderson, K. T. (2009). Applying Positioning Theory to the Analysis of Classroom Interactions: Mediating Micro-Identities, Macro-Kinds, and Ideologies of Knowing. Linguistics and Education, 20, 291-310. https://doi.org/10.1016/j.linged.2009.08.001
Berger, P. L., & Luckmann, T. (1966). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. Anchor.
Braaten, M., & Windschitl, M. (2011). Working toward a Stronger Conceptualization of a Scientific Explanation for Science Education. Science Education, 95, 639-669. https://doi.org/10.1002/sce.20449
Bruner, J. (1984). Vygotsky’s Zone of Proximal Development: The Hidden Agenda. In B. Rogoff, & J. Wertsch (Eds.), Children’s Learning in the Zone of Proximal Development: New Directions for Child Development (pp. 93-97). Jossey-Bass. https://doi.org/10.1002/cd.23219842309
Bruner, J. (1993). Commentary of Tomasello et al. (1993). Behavioral and Brain Sciences, 16, 553-554.
Cole, M. (1996). Cultural Psychology: A Once and Future Discipline. Belknap Press.
Davies, B., & Harré R. (1990). Positioning: The Discursive Production of Selves. Journal for the Theory of Social Behavior, 20, 43-63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
Fairweather, J. (2008). Linking Evidence and Promising Practices in Science, Technology, Engineering, and Mathematics (STEM) Undergraduate Education. The National Academies National Research Council Board of Science Education.
Harré, R., & van Langenhove, L. (1999). Positioning Theory: Moral Contexts of Intentional Action. Blackwell Publishers.
Lemke, J. L. (2001). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching, 38, 296-316. https://doi.org/10.1002/1098-2736(200103)38:3 3.0.CO;2-R
McVee, M. B., Silverstri, K. N., Barrett, N., & Haq, K. S. (2019). Positioning Theory. In D. E. Alvermann, N. J. Unrau, M. Sailor, & R. B. Ruddell (Eds.), Theoretical Models and Processes of Literacy (pp. 381-400). Routledge. https://doi.org/10.4324/9781315110592-23
Miller, S. (2011). Collective Responsibility, Epistemic Action and Climate Change. In N. Vincent, I. van de Poel, & J. van den Hoven (Eds.), Moral Responsibility (pp. 219-245). Springer. https://doi.org/10.1007/978-94-007-1878-4_13
Nasir, N. S., & Hand, V. M. (2006). Exploring Sociocultural Perspectives on Race, Culture, and Learning. Review of Educational Research, 76, 449-475. https://doi.org/10.3102/00346543076004449
Piaget, J. (1964). Part I: Cognitive Development in Children: Piaget Development and Learning. Journal of Research in Science Teaching, 2, 176-186. https://doi.org/10.1002/tea.3660020306
Stroupe, D. (2014). Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice. Science Education, 98, 487-516. https://doi.org/10.1002/sce.21112
Tomasello, M. (2016). Cultural Learning Redux. Child Development, 87, 643-653. https://doi.org/10.1111/cdev.12499
Tomasello, M., Kruger, A., & Ratner, H. (1993). Cultural Learning. Behavioral and Brain Sciences, 16, 495-552. https://doi.org/10.1017/S0140525X0003123X
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Vygotsky, L. S. (1963). Learning and Mental Development at School Age. Educational Psychology in the USSR, 1, 21-34.
Anderson, K. T. (2009). Applying Positioning Theory to the Analysis of Classroom Interactions: Mediating Micro-Identities, Macro-Kinds, and Ideologies of Knowing. Linguistics and Education, 20, 291-310. https://doi.org/10.1016/j.linged.2009.08.001
Berger, P. L., & Luckmann, T. (1966). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. Anchor.
Braaten, M., & Windschitl, M. (2011). Working toward a Stronger Conceptualization of a Scientific Explanation for Science Education. Science Education, 95, 639-669. https://doi.org/10.1002/sce.20449
Bruner, J. (1984). Vygotsky’s Zone of Proximal Development: The Hidden Agenda. In B. Rogoff, & J. Wertsch (Eds.), Children’s Learning in the Zone of Proximal Development: New Directions for Child Development (pp. 93-97). Jossey-Bass. https://doi.org/10.1002/cd.23219842309
Bruner, J. (1993). Commentary of Tomasello et al. (1993). Behavioral and Brain Sciences, 16, 553-554.
Cole, M. (1996). Cultural Psychology: A Once and Future Discipline. Belknap Press.
Davies, B., & Harré R. (1990). Positioning: The Discursive Production of Selves. Journal for the Theory of Social Behavior, 20, 43-63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
Fairweather, J. (2008). Linking Evidence and Promising Practices in Science, Technology, Engineering, and Mathematics (STEM) Undergraduate Education. The National Academies National Research Council Board of Science Education.
Harré, R., & van Langenhove, L. (1999). Positioning Theory: Moral Contexts of Intentional Action. Blackwell Publishers.
Lemke, J. L. (2001). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching, 38, 296-316. https://doi.org/10.1002/1098-2736(200103)38:3 3.0.CO;2-R
McVee, M. B., Silverstri, K. N., Barrett, N., & Haq, K. S. (2019). Positioning Theory. In D. E. Alvermann, N. J. Unrau, M. Sailor, & R. B. Ruddell (Eds.), Theoretical Models and Processes of Literacy (pp. 381-400). Routledge. https://doi.org/10.4324/9781315110592-23
Miller, S. (2011). Collective Responsibility, Epistemic Action and Climate Change. In N. Vincent, I. van de Poel, & J. van den Hoven (Eds.), Moral Responsibility (pp. 219-245). Springer. https://doi.org/10.1007/978-94-007-1878-4_13
Nasir, N. S., & Hand, V. M. (2006). Exploring Sociocultural Perspectives on Race, Culture, and Learning. Review of Educational Research, 76, 449-475. https://doi.org/10.3102/00346543076004449
Piaget, J. (1964). Part I: Cognitive Development in Children: Piaget Development and Learning. Journal of Research in Science Teaching, 2, 176-186. https://doi.org/10.1002/tea.3660020306
Stroupe, D. (2014). Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice. Science Education, 98, 487-516. https://doi.org/10.1002/sce.21112
Tomasello, M. (2016). Cultural Learning Redux. Child Development, 87, 643-653. https://doi.org/10.1111/cdev.12499
Tomasello, M., Kruger, A., & Ratner, H. (1993). Cultural Learning. Behavioral and Brain Sciences, 16, 495-552. https://doi.org/10.1017/S0140525X0003123X
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Vygotsky, L. S. (1963). Learning and Mental Development at School Age. Educational Psychology in the USSR, 1, 21-34.