Unveiling a Power Dynamic in a General Science Class through Positioning Theory ()
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.
Share and Cite:
Tarullo, C. and Houseal, A. (2021) Unveiling a Power Dynamic in a General Science Class through Positioning Theory.
Open Journal of Philosophy,
11, 499-509. doi:
10.4236/ojpp.2021.114033.
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