Applying positioning theory to the analysis of classroom interactions

Mediating micro-identities, macro-kinds, and ideologies of knowing

Research output: Contribution to journalArticle

49 Citations (Scopus)

Abstract

This study contributes to positioning theory by approaching the discursive and material mediation of classroom positioning from an integrated micro-, meso-, and macro-social perspective. I propose an analytic framework that unpacks the lived and ideological resources for positioning and their social and curricular implications for understanding classroom interactions. By highlighting the always mediated, yet locatable ways we organize meaning and understanding, I demonstrate how acts of positioning construct ideological categorizations of persons and activity at the macro-scale and lived interactions at the micro-scale. Analyses of small-group classroom interactions highlight how teacher formulations of goals and objectives, affordances of curricular tools, and patterns of participation together mediate opportunities to learn by positioning students as kinds. I specifically take up how these kinds gain meaning through acts of positioning and mediating resources, influencing how different ways of participating are recognized and valued across interactions.

Original languageEnglish (US)
Pages (from-to)291-310
Number of pages20
JournalLinguistics and Education
Volume20
Issue number4
DOIs
StatePublished - Dec 2009
Externally publishedYes

Fingerprint

Ideologies
classroom
interaction
resources
small group
mediation
participation
human being
Classroom Interaction
Ideology
Positioning
Positioning Theory
teacher
student
Interaction
Resources

Keywords

  • Classroom discourse
  • Identity
  • Mediated activity
  • Micro- and macro-social analysis
  • Positioning theory

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

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