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

has been cited by the following article:

• TITLE: Unveiling a Power Dynamic in a General Science Class through Positioning Theory

  AUTHORS: Cara Tarullo, Ana Houseal

  KEYWORDS: Positioning Theory, College Science Courses, Epistemology

  JOURNAL NAME: Open Journal of Philosophy, Vol.11 No.4, November 22, 2021

  ABSTRACT: 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 showed that Matthew held power to move the class forward. It is unclear if they shared this power at the epistemic level in addition to the logistical level.