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Positionality statement

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A positionality statement, also called <a href="Reflexivity_(social_theory)" title="Reflexivity (social theory)">reflexivity</a> statement or identity statement, is a statement wherein a person (such as a <a href="Researcher" class="mw-redirect" title="Researcher">researcher</a> or <a href="Teacher" title="Teacher">teacher</a>) reports and discusses their <a href="Group_identity" class="mw-redirect" title="Group identity">group identities</a>, such as in a grant proposal or journal submission.<a href="#cite_note-mite-1">[1]</a><a href="#cite_note-loyola-2">[2]</a><a href="#cite_note-ncbi-3">[3]</a> They have become commonplace in certain fields of <a href="Social_science" title="Social science">social science</a>, especially within the United States.<a href="#cite_note-mite-1">[1]</a><a href="#cite_note-loyola-2">[2]</a><a href="#cite_note-4">[4]</a>

Positionality statements focus on an "author's <a href="Racial_identity" class="mw-redirect" title="Racial identity">racial</a>, <a href="Gender" title="Gender">gender</a>, <a href="Social_class" title="Social class">class</a>, or other self-identifications, <a href="Lived_experience" title="Lived experience">experiences</a>, and <a href="Social_privilege" title="Social privilege">privileges</a>", based on the idea that the author's identity can, intentionally or not, influence the results of their research.<a href="#cite_note-5">[5]</a> Scholars have commonly identified this risk in cases where the researcher is the sole point of connection between the audience and research subjects<a href="#cite_note-6">[6]</a> and, relatedly, when there exists a known power imbalance between the researcher and the research subject.<a href="#cite_note-7">[7]</a><a href="#cite_note-8">[8]</a> The expectation and/or practice of writing a positionality statement can also inform the researcher of ways to mitigate the influence of their personal identity on the research by clarifying such interactions before the data collection or analysis process concludes. <a href="#cite_note-9">[9]</a> <a href="#cite_note-Milner-10">[10]</a>

<div class="mw-heading mw-heading2"><h2 id="Criticism">Criticism</h2></div>

Positionality statements have also attracted controversy, being alternatively labeled by detractors as "research segregation", "positional piety", and "loyalty oaths".<a href="#cite_note-cousin-11">[11]</a><a href="#cite_note-chronicle-12">[12]</a><a href="#cite_note-jukka-13">[13]</a> According to critics, an author may claim moral authority through affinity with subjects, or through a confession of difference of relative privilege. This has given rise to the concern that positionality statements can lead to "positional piety", where researchers are considered more or less credible based on race, gender, or other characteristics.<a href="#cite_note-cousin-11">[11]</a> On the other hand, supporters of positionality statements point out that such criticisms often stem from "bad" positionality statements, and instead argue for a comprehensive standard of quality. <a href="#cite_note-14">[14]</a>

<div class="mw-heading mw-heading2"><h2 id="In_Education">In Education</h2></div>

Positionality statements have increased in popularity during the 2000s, required not just of researchers, but also students. A challenge has been the phenomenon of "phony positionality", wherein students learn to voice the beliefs expected in positionality statements without actually believing them. This "performative" positionality has been an obstacle to their adoption in the classroom.<a href="#cite_note-15">[15]</a>

<ul><li><a href="Perspectivism" title="Perspectivism">Perspectivism</a></li>

<li><a href="Postmodernism" title="Postmodernism">Postmodernism</a></li>

<li><a href="Social_constructionism" title="Social constructionism">Social constructionism</a></li>

<li><a href="Standpoint_theory" title="Standpoint theory">Standpoint theory</a></li>

<li><a href="Subjectivity" class="mw-redirect" title="Subjectivity">Subjectivity</a></li></ul>

<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

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</style><cite id="CITEREFBrown2022" class="citation news cs1">Brown, Brandy (24 February 2022). <a rel="nofollow" class="external text" href="https://www.mitemmc.org/monthly-tips/positionality-intersectionality-and-privilege-in-health-professions-education-research/">"POSITIONALITY, INTERSECTIONALITY, AND PRIVILEGE IN HEALTH PROFESSIONS EDUCATION & RESEARCH"</a>. Maine Medical Center Institute for Teaching Excellence. Retrieved 17 April 2023.</cite>

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<li id="cite_note-loyola-2">^ <a href="#cite_ref-loyola_2-0">a</a> <a href="#cite_ref-loyola_2-1">b</a> <cite id="CITEREFAbdelghaffar" class="citation news cs1">Abdelghaffar, Alaa. <a rel="nofollow" class="external text" href="https://www.luc.edu/fcip/anti-racistpedagogy/anti-racistpedagogyresources/positionalitystatement/">"Positionality Statement"</a>. Loyola University Chicago. Retrieved 17 April 2023.</cite>

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<li id="cite_note-ncbi-3"><a href="#cite_ref-ncbi_3-0">^</a> <cite id="CITEREFWilsonJanesWilliams2022" class="citation journal cs1">Wilson, Caitlin; Janes, Gillian; Williams, Julia (1 September 2022). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9662153">"Identity, positionality and reflexivity: relevance and application to research paramedics"</a>. British Paramedic Journal. 7 (2): 43–49. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.29045%2F14784726.2022.09.7.2.43">10.29045/14784726.2022.09.7.2.43</a>. <a href="PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9662153">9662153</a>. <a href="PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/36448000">36448000</a>.</cite>

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<li id="cite_note-4"><a href="#cite_ref-4">^</a> <cite id="CITEREFHolmes2020" class="citation journal cs1">Holmes, Andrew Gary Darwin (2020). <a rel="nofollow" class="external text" href="https://files.eric.ed.gov/fulltext/EJ1268044.pdf">"Researcher Positionality - A Consideration of Its Influence and Place in Qualitative Research - A New Researcher Guide"</a> (PDF). Shanlax International Journal of Education. 8 (4): 1–10. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.34293%2Feducation.v8i4.3232">10.34293/education.v8i4.3232</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:225278936">225278936</a>. Retrieved 17 April 2023.</cite>

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<li id="cite_note-5"><a href="#cite_ref-5">^</a> <cite id="CITEREFMassoud2022" class="citation journal cs1">Massoud, Mark Fathi (2022). <a rel="nofollow" class="external text" href="https://doi.org/10.1111%2Fjols.12372">"The price of positionality: assessing the benefits and burdens of self-identification in research methods"</a>. Journal of Law and Society. 49. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1111%2Fjols.12372">10.1111/jols.12372</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:251117464">251117464</a>.</cite>

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<li id="cite_note-6"><a href="#cite_ref-6">^</a> <cite id="CITEREFSuttonAustin2015" class="citation journal cs1">Sutton, J; Austin, Z (2015). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4485510">"Qualitative research: Data collection, analysis, and management"</a>. The Canadian Journal of Hospital Pharmacy. 68 (3): 226–231. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.4212%2Fcjhp.v68i3.1456">10.4212/cjhp.v68i3.1456</a>. <a href="PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4485510">4485510</a>. <a href="PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/26157184">26157184</a>.</cite>

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<li id="cite_note-7"><a href="#cite_ref-7">^</a> <cite id="CITEREFLadson-Billings2000" class="citation journal cs1">Ladson-Billings, G (2000). "Racialized discourses and ethnic epistemologies". Handbook of Qualitative Research. 2 (1): 257–277.</cite>

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<li id="cite_note-8"><a href="#cite_ref-8">^</a> <cite id="CITEREFChapman2007" class="citation journal cs1">Chapman, T. K. (2007). "Interrogating classroom relationships and events: Using portraiture and critical race theory in education research". Educational Researcher. 36 (3): 156–162. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.3102%2F0013189X07301437">10.3102/0013189X07301437</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:145763128">145763128</a>.</cite>

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<li id="cite_note-9"><a href="#cite_ref-9">^</a> <cite id="CITEREFBourke2014" class="citation journal cs1">Bourke, B (2014). "Positionality: Reflecting on the research process". The Qualitative Report. 19 (33): 1–9.</cite>

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<li id="cite_note-Milner-10"><a href="#cite_ref-Milner_10-0">^</a> <cite id="CITEREFMilner2007" class="citation journal cs1">Milner, Richard H. (2007). <a rel="nofollow" class="external text" href="https://core.ac.uk/download/pdf/51087095.pdf">"Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen"</a> (PDF). Educational Researcher. 36 (7): 388–400. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.3102%2F0013189X07309471">10.3102/0013189X07309471</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:45442617">45442617</a>. Retrieved 31 January 2024.</cite>

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<li id="cite_note-cousin-11">^ <a href="#cite_ref-cousin_11-0">a</a> <a href="#cite_ref-cousin_11-1">b</a> Cousin, Glynis. "Positioning positionality." New approaches to qualitative research: Wisdom and uncertainty (2010): 9-18.

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<li id="cite_note-chronicle-12"><a href="#cite_ref-chronicle_12-0">^</a> <a rel="nofollow" class="external free" href="https://www.chronicle.com/article/ideological-signaling-has-no-role-in-research">https://www.chronicle.com/article/ideological-signaling-has-no-role-in-research</a>

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<li id="cite_note-jukka-13"><a href="#cite_ref-jukka_13-0">^</a> <cite id="CITEREFSavolainen2023" class="citation news cs1">Savolainen, Jukka (10 April 2023). <a rel="nofollow" class="external text" href="https://unherd.com/thepost/positionality-statements-smuggle-identity-politics-into-academia/">"'Positionality statements' smuggle identity politics into academia"</a>. UnHerd. Retrieved 17 April 2023.</cite>

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<li id="cite_note-14"><a href="#cite_ref-14">^</a> <cite id="CITEREFSybing2022" class="citation journal cs1">Sybing, R (2022). "Dead reckoning: A framework for analyzing positionality statements in ethnographic research reporting". Written Communication. 39 (4): 757–789. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F07410883221114152">10.1177/07410883221114152</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:252058669">252058669</a>.</cite>

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<li id="cite_note-15"><a href="#cite_ref-15">^</a> Macfarlane, Bruce. "Methodology, fake learning, and emotional performativity." ECNU Review of Education 5.1 (2022): 140-155.

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