Positionality and Active Learning: Confronting Privilege in Field-Exercise Design

Abstract

University instructors are increasingly drawing on active learning exercises to engender critical thinking skills among students. In this article, we introduce the design and implementation of an active learning exercise about mobility and transportation that we assigned in an introductory human geography class at the University of Georgia. The students' responses and the survey instrument we used to assess the effectiveness of the exercise revealed disappointing results and caused us to think carefully about the role of positionality in designing active learning exercises. In this article, we argue that we need to understand privilege—particularly class privilege—in order to design effective assignments.     

Positionality and Praxis: Fieldwork Experiences in Rural India

This paper provides a reflexive account of conducting fieldwork as a graduate student in the Sunderban area of West Bengal state, India, in the mid‐1990s. Reflecting on my personal experiences of research in a setting that was simultaneously familiar and foreign, I use frames of positionality to understand the impact of explicit and implied power structures on the research process, the relationships between the researcher and those researched, and the transfer of knowledge. This paper argues that the multiple subject positions and identities of both scholar and subjects as presented in the field vary with setting, and that these positionalities affect access to informants, the tenor and outcomes of encounters, and knowledge production. While self‐reflexivity is endorsed as a strategy for critically informed research, active measures such as openness about the agenda and activities undertaken, self‐disclosure, making conscious accommodations for the research subject's work schedule and time constraints, mutual sharing of information, and explicit recognition of the research subjects' expertise through lived experiences are proposed as strategies for equalising the power balance between scholar and subject.     

Getting Personal: Reflexivity,Positionality, and Feminist Research*

Feminist and poststructural challenges to objectivist social science demand greater reflection by the researcher with the aim of producing more inclusive methods sensitive to the power relations in fieldwork. Following a discussion of contrasting approaches to these power relations, I present a reflexive examination of a research project on sexual identities. My reflections highlight some of the key ethical questions that face researchers conducting fieldwork, especially with regard to the relationship between the researcher and those being researched. My discussion of these dilemmas reflect the situated and partial nature of our understanding of “others.” I argue that the researcher's positionality and biography directly affect fieldwork and that fieldwork is a dialogical process which is structured by the researcher and the participants.     

Understanding the 24-Hour City: Engagement,Positionality, and the Coproduction of Knowledge

This article explores the production of geographic knowledge arising through civic engagement, using the example of a research course in Pittsburgh's South Side Flats neighborhood. Although civic engagement is a persistent feature in geography research and education, recent papers note that the term civic engagement conceals diverse practices and goals and that the outcomes of engagement are usually uncertain. In this article, I argue that attention must be paid to the positionality of stakeholder groups at all stages of the engagement process and that there are necessary limits to how participatory the coproduction of knowledge can be during a civic engagement course.     

The Politics of Location: Doing Feminist Research at “Home”*

Feminist research methodologies have many advantages over more traditional positivist methodologies. Feminist research is differentiated from nonfeminist research in terms of its critiques of universality and objectivity and its emancipatory purpose. Drawing on my own research on the survival strategies of low-waged women workers in Worcester, Massachusetts, I argue that we need to examine more critically our feminist research methods in terms of the unequal power relationships on which the research process necessarily rests.     

Conflating Privilege and Vulnerability: A Reflexive Analysis of Emotions and Positionality in Postgraduate Fieldwork

Grounded in a self-reflexive, intersectional analysis of positionality, we examine emotions in fieldwork through the autobiographical accounts that we gathered during our postgraduate ethnographic research in the Global South. We show how we, two female early-career geographers, emotionally coped with instances that put us in a vulnerable position due to loneliness, commitment to the field, insistent questioning, violence, and violent threats. We argue that a culture of silence surrounding fieldwork difficulties and their emotional consequences tend to permeate our discipline. We contend that geography departments ought to provide mentorship that takes into account doctoral candidates' different positionalities, conflated vulnerability and privilege, and embodied intersectional axes. This renewed awareness will help not only to reveal possible risks and challenges connected with fieldwork but also ultimately to enrich the overall academic discussions within our discipline.     

Hacked Landscapes: Tensions,Borders, and Positionality in Spatial Literacy

By focusing on critical geographies, landscape, and spatial literacy, this article evaluates a semester-long spatial justice project conducted in a preservice teacher education program. The analysis recognizes the limitations of reading the products literally as a means of comprehending spatial representation. It expands the analysis by hacking the products and producing new landscapes to read against or up against the products as sociospatial texts. It considers the deployment of landscape concepts—borders, the representation of tension, and the gaze and subjectivity of the reader-authors—as central elements of spatial literacy that is of consequence.     

城市功能与地位转变的内在逻辑与实现路径

通过对世界国际性城市的研究梳理,提炼出城市功能驱使大城市地位转变的内在逻辑,构建了“战略功能-基础功能-城市地位”三者之间的作用模型。文章提出世界（国际性）城市功能可以分为战略功能与基础功能两类。其中,战略功能是驱使大城市地位转变的根本动力,在国家经济、区域布局中承担控制中心的角色。基础功能则是战略功能的重要外在表现,是维持和提高战略功能的重要保障,起到枢纽、节点的作用,能够提供高度现代化的基础设施与国际服务功能;同时也会间接影响战略功能的作用效果以及城市地位的转变。利用此逻辑框架,对杭州城市地位升级的实现路径进行了论证,识别出数字经济功能是杭州的战略功能,证实了数字经济的腾飞使得杭州发展迅速,城市地位提升,也回应了当下杭州进入“一线城市”的舆论呼声。     

Troubling Positionality: Politics of “Studying Up” in Transnational Contexts

Drawing on research conducted in India's software industry in Bangalore, this article explores the multiple positionalities of differently situated people in the project—state officials, software firm managers and owners, software professionals, and researcher as critic. Challenging conventional notions of positionality centered on individual scholars' negotiations of their own identities, I trace the institutional, geopolitical, and social relations within which all participants are embedded. I argue that moments of tension and uncertainty are not just symbolic of multiple positionalities of both researcher and researched but also indicate the fraught nature of information technology–led development in neoliberal India. This article thus provides a particular opportunity to trouble notions of power, positionality, reflexivity, and feminist commitment to untangling the politics of knowledge production while “studying up” in transnational contexts.     

Painting Pictures of Ourselves: Researcher Subjectivity in the Practice of Feminist Reflexivity

In this article, I argue that researchers need to carefully distinguish the concepts of subjectivity and positionality in feminist reflexive practice, as an explicit focus on researcher subjectivity has the potential to provide additional insights into the research process that go beyond a focus on relational positionality. Drawing on examples from my own research, I argue that examining one's subjectivity as a researcher opens up a consideration of emotional reactions to research; lets us reconsider the importance of feelings of (dis)affiliation and (dis)comfort in the research process; and helps us to recognize that the dreams and desires of researchers about themselves and their research participants can play an important role in the research process. Moreover, researcher subjectivity attunes us to ways in which our subjectivities shift through the research process and are intimately connected to and mediated by the process of research and our interactions with our research participants.     

The conditionality of status: Experience-based reflections on the insider/outsider issue

When a researcher undertakes research into his/her own ethnic group, issues of positionality abound. These issues relate not only to the impact of inherent insider positionality when interacting with study participants but also in the interpretation and presentation of study findings. My research with contemporary Irish immigrants not only reinforced the advantages of being an insider but also highlighted the incomplete and unstable nature of insiderness. Heterogeneity within the study group, in terms of their geo-political, regional and religious origins, meant that presumptions of insiderness and outsiderness were frequently challenged. A new awareness of the conditionality of each positionality was forged from these experiences.     

Negotiating Multiple Positionalities in the Interview Setting: Researching Across Gender and Generational Boundaries

This article explores the multiple positionalities that were negotiated during qualitative interviews conducted with older British men who are grandfathers, by a young female early career researcher. Gender and other methodological challenges negotiated by researchers of men and masculinities have been critiqued, but negotiations of age and generational differences in the field remain scant, despite recognition that age also structures socially constructed and spatially experienced identities. Including reflections on personal research experiences, the article outlines the need for explicit critical attention by geographers to the influence of the fluid intersectional identities of the researcher and researched on research experiences in the field and research outcomes.     

Entries and omissions: using solicited diaries in geographical research

This paper explores the use of personal solicited diaries as a qualitative research tool within social geography. Diaries were used with women from South Africa who recorded their experiences of violence over a period of one month. The paper analyses diaries in terms of their longitudinal benefits, their socially constituted nature, their use in conjunction with interviews and finally their potential for empowerment. The paper concludes with a discussion of the limitations of the diary as a methodological tool.     

Navigating an inconvenient difference in antagonistic contexts: Doing fieldwork in Aceh,Indonesia

This article discusses the challenges of doing fieldwork in an antagonistic context. Such an antagonistic context can emerge when a non‐Muslim researcher conducts fieldwork in a Muslim country that experiences humanitarian intervention and reconstruction efforts after natural disasters or the end of conflict. This particular setting can create a conflation of Islamic and Western (liberal) values while a political settlement is about to be consolidated. The case discussed in this article is located in the province of Aceh in Indonesia, where a political settlement of a conflict which lasted more than 25 years converged with a massive influx of foreign aid for disaster mitigation vis‐à‐vis the desire to apply Islamic Law (shari'a). The combined effects of reconstruction efforts and political and armed conflict, forged a problematic co‐presence of Western and non‐Western values, which affected the relations between the (Western) researcher and (non‐Western) researched by creating tension or even hostility between the two. The article argues that methodological dilemmas stemming from such a setting require a relational approach drawing on empathy, sameness and the personal, thereby taking into account emotions when conducting fieldwork. For this particular case I suggest an approach based on teamwork crossing cultures and gender among the research team members. To deal with constraints in such a setting, the article proposes to contextualize any potential difference between the researcher and researched, and to explore various relational elements drawing on psychoanalytical approaches and/or cross‐cultural positioning through and in teamwork.     

Examining the Influence of Positionality in Evaluating Collaborative Progress in Natural Resource Management: Reflections of an Academic and a Practitioner

In this paper, we present a reflexive examination of how and why we, an academic and a practitioner, arrive at different evaluations of collaborative progress in natural resource management. We situate this examination in our long-standing involvement in designing, adaptively managing, and participating in the Uncompahgre Plateau collaborative forest restoration project in western Colorado, USA. Drawing on the concept of “positionality” in qualitative social science research, we disclose our respective motivations, assumptions, roles, and power relative to the collaborative process. The differences in evaluating collaborative progress stem from our respective professional positionality. For the academic, the guiding interest was to test theory and promote success for his applied research institute; for the practitioner, the motivation was to build trust to allow her field staff the flexibility to implement management actions and demonstrate effectiveness as an agency line officer. These epistemological differences draw attention to the importance of transdisciplinary approaches to producing knowledge from shared practice, starting with efforts to explicitly disclose and honor differing interests, assumptions, and frames of reference stemming from each party’s personal and professional biographies and institutional norms. This reflexivity is essential to advancing knowledge about collaboration in natural resource management.     

Authorship,Collaboration, and Gender: Fifteen Years of Publication Productivity in Selected Geography Journals

In academia, publication productivity, defined as the number of peer-reviewed articles published and the frequency of citations, is a primary factor in the assessment of tenure and promotion. One of the most cited gender differences in academia is the “productivity puzzle,” which suggests that women publish less than men, thereby affecting every aspect of a woman's academic career. Peer-reviewed articles published in the Annals of the Association of American Geographers (Annals) and The Professional Geographer (PG) between 1995 and 2006, and in four subdisciplinary journals between 2005 and 2009, as well as citation reports, were used to explore whether gender differences are present in publication productivity. Gender differences were evident in the proportion of women authors, the frequency of collaboration, and the number of citations across a broad range of prestigious geographic journals. For all journals studied, women were underrepresented, especially in the authorship positions that equate to notions of respect and merit. Although the number of collaborative articles increased during the study period, single-authored papers are the dominant mode of publication for both men and women for most geographic journals. The authorship patterns for frequently cited articles generally mirror those for all articles. Because the frequency of collaborative publication was high for women, the dual trends of a general increase in publication collaboration and increasing participation of women in academic geography bodes well for increased female productivity as it relates to publishing. Nevertheless, it is important to note that, currently, males as lead or single authors represent the predominant voice of geography within the journals examined in this study.     

Beyond 'someone else's agenda': An example of indigenous/academic research collaboration

In recent years, Māori and wider indigenous geographies have flourished. These include works by scholars identifying specific Māori or indigenous issues but less attention has been paid to the way such research is conducted. This paper engages with these developments and presents the practices and lessons learnt from one particular research collaboration. Relationship building, multiple methods, flexibility, communication choices and wider support are all noted as key elements in establishing a supportive and fruitful collaboration.