In this paper we provide a reflexive account of fieldwork in out of school clubs in a range of localities across England and Wales. By reflecting upon our personal experiences of researching with children aged between 5 and 12 years, we examine the impact of the positionality of the researcher on the research encounter, and highlight the ways in which relationships between adult researchers and child subjects are gendered. Finally, we identify a number of issues for researchers to consider (...) when working with children in the field. (shrink)

In this paper we provide a reflexive account of fieldwork in out of school clubs in a range of localities across England and Wales. By reflecting upon our personal experiences of researching with c...

OUR UNDERSTANDING OF OURSELVES and our place in nature constitutes, if not the central, at least a central problem of metaphysics. Yet, faced with this question, modern philosophical thought has for the most part swung helplessly between an empty idealism and an absurd reductivism. It is time we overcame our narrow factionalism and learned not only to think more independently ourselves about persons, minds, and living nature, but to profit from the efforts of those who have already given us concepts (...) and arguments which could help us along this road. Among such writings, Helmuth Plessner's major work, Die Stufen des Organischen und der Mensch, seems to me outstanding, in that it provides both a firm rational basis for the biological sciences, in their many-levelled structure, and for the sciences of man. (shrink)

Melisa Vivanco objects to my theory of the Arabic numerals in Roads to Reference that the reference fixing procedure that I postulate doesn’t exploit the morphological structure of the Arabic numerals, but it should. Against Vivanco, I argue that the procedure in question does exploit the morphological structure of the numerals in an essential way.

Much has been written in recent years over the need to disclose the 'positionality' of geographical researchers. At the same time, there is a growing awareness that such positionality, however much disclosed, can never fully express the complexities underpinning a research relationship. This essay explores these issues through a retrospective review of research carried out into the economic geographies of the Economy of Sharing. It argues that the issues surrounding positionality can be much more than a question (...) of hidden agendas, power relations and conflicts of interests. In some cases, confronting positionality means negotiation of conflicting worldviews-different understandings of reality rooted in philosophical principles distant from the dominant orthodoxies. Such conflicts, if engaged in creatively, have the capacity to challenge beliefs, values and thought patterns. (shrink)

_ Source: _Volume 46, Issue 2, pp 277 - 295 In this paper I argue that in Husserl’s _Ideas I_ there is a seeming contradiction between the characterization of pure consciousness as the _residue_ of the performance of the phenomenological reduction and the claim that in the natural attitude consciousness is taken to be an entity is the world. This creates a puzzle regarding the positional status of consciousness in the natural attitude. After reviewing some possible options to solve this (...) puzzle in the existing literature, I claim that the positional status of conscious experiences in the natural attitude is best characterized as _unsettled_. The act that _settles_ the positional status of conscious experiences is reflection. In reflection, experiences are posited as beings, either in a psychological or in a phenomenological key. I conclude by arguing that the problem of positing is of paramount importance to understand correctly Husserl’s claim that phenomenology is _voraussetzungslos_. (shrink)

This case study explores the use of collaborative book clubs and word sorts to influence teacher positionality in an undergraduate social studies methods course for pre-service teachers. Drawing upon existing literature that suggests the effectiveness of dialogue as a means of navigating prior beliefs and the benefits of collaborative spaces for teachers to engage in collegial discussions, the study utilized books surrounding socio-political themes and educational inequalities to prompt conversation among participants. Results of the study suggest that dialogic and (...) collaborative activities like word sorts and book clubs provide productive opportunities for pre-service teachers to (re)negotiate their positionalities and grapple with their existing assumptions as they learn and co-construct meaning from and with one another. At the same time, the pre-service teachers’ perceptions of privilege and identity seem to remain somewhat unexamined and the teachers remain hesitant about the practical reality of working to dismantle inequalities in their own classrooms. (shrink)

This paper explores a possible anthropological dimension of place by providing an interpretation of Helmuth Plessner’s philosophical approach which proposes to understand it as a twofold “implacement” of man – discussing both the place of man in the natural world and man’s specific relation to place that makes him take his place in the natural world. The interpretation follows Plessner’s idea of a natural set of stages, developed in his major work Die Stufen des Organischen und der Mensch, leading from (...) inanimate objects to plants, animals, and humans. According to Plessner, each stage differs from the other by virtue of its respective spatial delineation toward, and its position in, the world. With the paradoxical concept of man’s “eccentric positionality”, Plessner accounts for the exceptional position of man without thereby neglecting, on the one hand, his being part of nature, and, without falling prey to naturalism, on the other. Thus, Plessner offers an interesting perspective on place that also points beyond mere anthropocentrism. (shrink)

While Philosophy for/with Children (P4wC) provides a better alternative to the usual ‘banking’ model of education, questions have been raised regarding its applicability in non-western contexts. Despite its adherence to the ideals of democratic dialogue, not all members of a Community of Inquiry (COI) will be disposed to participate in the inquiry, not because they are incapable of doing so, but because they are positioned inferiorly within the group thereby affecting their efforts to speak out on topics that are meaningful (...) to them. In this article, I claim that it is essential to integrate positionality in P4wC research/practice. Aside from its role in helping a practitioner/researcher choose the appropriate method and materials that match the unique contexts of children, it also increases one’s awareness of the subtle forms of epistemic injustice that could leak in the COI, as well as the other subtle ways in which children are marginalized. In this regard, a P4wC researcher/practitioner must have a higher degree of sensitivity towards her positionality as this inevitably gets entangled with the positionality of children. I present some ‘areas’ in which the importance of positionality in the COI manifests, namely, restructuring classroom power relations, navigating a multi-ethnic classroom, facilitating meaning-making, and modeling reflective thinking. (shrink)

This essay works at the intersection of two trends, one longstanding and one relatively more recent. First, it takes place against the background of the overwhelming influence that the category of ‘identity’ exercises on both contemporary knowledge production and political practice. Second, it responds to what has been called the ‘decolonial turn’ in theory. We compare the work of Gayatri Spivak, Aijaz Ahmad, and Walter Mignolo in terms of the following question: What kind of reflexive method do they deploy in (...) response to their recognition of the politics of knowledge production, that is, the existence of a relationship between social position and epistemic position? We then develop a novel distinction between post-colonial, anti-colonial, and de-colonial perspectives, one based not on backward-looking intellectual genealogies but on forward-looking political practices. (shrink)

Every day, we ask numerous questions about the world. These days, some pressing and very popular questions include: What will be the impacts of the COVID-19 pandemic on our individual and collectiv...

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

Jasna Russo argues powerfully for survivor-controlled narrative research as a counterpoint to ‘conventional narrative research,’ in which a clear dichotomy obtains between the researcher who interprets and the participant whose narrative is interpreted. Russo calls us to an ethic of engagement and a focus on dialogic relationships within the research process as a way to disrupt the potential for ‘epistemic violence’ in conventional narrative research, and toward the development of a survivor owned ‘model of madness.’ Herein I extend the discussion (...) of intersectionality that Russo opened. In particular, I ask: What theoretical resources and scholarship can we draw upon to support the kind of critical... (shrink)

Transnational higher education, where students study on a ‘foreign’ degree programme whilst remaining in their home country, has seen exponential development over the last decade. In addition to the increase in students engaged in TNHE across the globe, the involvement of university teachers in TNHE has also risen in response to the demand for this form of international education. Although research into transnational education has doubled since 2006, there is a paucity of research focusing on transnational teacher education, especially outside (...) of North America. The global nature and scope of the expansion of TNHE remains underexplored, and the ways in which different countries are realising TNHE provision is little understood. This book explores the experiences and perceptions of teachers in transnational higher education, interrogating the ways in which university teachers negotiate cultural, linguistic, and disciplinary contexts in order to provide transformative learning experiences for their students. This book was originally published as a special issue of the _Journal of Education for Teaching. _. (shrink)

Synthetic biology, as an engineering approach to biological systems, has the potential to disruptively innovate the development of vaccines, therapeutics, and diagnostics. Data accessibility and differences in data-usage capabilities are important factors in shaping this innovation landscape. In this paper, the data that underpin synthetic biology responses to the COVID-19 pandemic are analyzed as positional information goods—goods whose value depends on exclusivity. The positionality of biological data impacts the ability to guide innovations toward societally preferred goals. From both an (...) ethical and economic point of view, positionality can lead to suboptimal as well as beneficial situations. When aiming for responsible innovation (i.e. embedding societal deliberation in the innovation process), it is important to consider hurdles and facilitators in data access and use. Central governance and knowledge commons provide routes to mitigate the negative effects of data positionality. (shrink)

(2005). A Question of Representation in Educational Discourse: Multiplicities and Intersections of Identities and Positionalities. Educational Studies: Vol. 38, No. 1, pp. 23-41.

This essay focuses on how we embody the language we speak: how an audience "reads" the body of a speaker as it both constructs the positionality of that speaking subject and construes that subject's discursive authority. Building on the work of Linda Brodkey and Michelle Fine, I explore what is at stake when university students harass a faculty member by accusing that teacher of not embodying authority in the proper form (body).

While Philosophy for/with Children provides a better alternative to the usual ‘banking’ model of education, questions have been raised regarding its applicability in non-western contexts. Despite its adherence to the ideals of democratic dialogue, not all members of a Community of Inquiry will be disposed to participate in the inquiry, not because they are incapable of doing so, but because they are positioned inferiorly within the group thereby affecting their efforts to speak out on topics that are meaningful to them. (...) In this article, I claim that it is essential to integrate positionality in P4wC research/practice. Aside from its role in helping a practitioner/researcher choose the appropriate method and materials that match the unique contexts of children, it also increases one’s awareness of the subtle forms of epistemic injustice that could leak in the COI, as well as the other subtle ways in which children are marginalized. In this regard, a P4wC researcher/practitioner must have a higher degree of sensitivity towards her positionality as this inevitably gets entangled with the positionality of children. I present some ‘areas’ in which the importance of positionality in the COI manifests, namely, restructuring classroom power relations, navigating a multi-ethnic classroom, facilitating meaning-making, and modeling reflective thinking. (shrink)

Water values serve as an entry point into the intricacies of public policies and management approaches. Values are contingent assessments that emerge out of socio-ecological relations and reflect particular demands, legacies and opportunities. The concept of value positionality is introduced as the synthesis of multiple expressions of worthiness cherished by a social group. Positionality is a metaphor that connects the phenomenological understanding of water value with the politics of everyday life and the broader politico-institutional framework. It entails a (...) cluster of meanings expressed through territorialised interactions across time, locations and scales. Positionalities converge or depart according to value praxis, that is, the clash of competing valuation approaches seeking legitimisation. (shrink)

Helmut Plesner’s philosophical anthropology introduces not only the division of the world of the living being into self and environment, but also a superstructure over the zip distribution: eccentric positionality. This reflexive ability of the self to relate to itself allows the formation of personal-relative, i.e., social life. The aim of the article is: to trace the possibilities of methodological renewal of sociotheoretical discourse, which opens for him the principle of eccentric positionality.The study uses historical-comparative and logical-analytical methods. (...) Research results. H. Plesner in the idea of eccentric positionality unfolds the perspective and possible practical consequences of the establishment of human openness in the world, not stopping at the danger of finally breaking the anthropological framework of his philosophy, dissolving it in the concept of personal socialization.Conclusion. Plesner’s «social» is presented as a life phenomenon – it is the highest manifestation of life, and the process of personalization of life manifestations is a process of socialization. Taking the self beyond oneself in eccentric positionality is something more than separating oneself from the environment, opposing oneself to it and establishing an attitude towards it. In the course of establishing the relation to oneself, the self does not form it automatically – the positioning of eccentricity cannot be carried out directly – which enables a special space favorable for the «inter-self» existence of living beings, a specific sphere of «inter-self» relations – the sphere of social existence. (shrink)

Changes in diet and related purchasing habits at a societal level have become a significant source of stress for farmers in recent years. The rise of vegetarianism and veganism means that the use of these dietary terms, and those who identify with them, may act as potential triggers for those working with livestock. This paper considers the specific methodological issue of how to position oneself within the research process in rural domains, with regards to personal identity related to diet. Focussing (...) on non-meat eaters conducting research with livestock farmers, it explores the moral implications and appropriateness of how and whether authors choose to truthfully present their own diet-related identities in research settings. Using ethnographic descriptions of personal experience as well as secondary source material, the authors conclude that three possible response behaviours at the farmer-researcher interface are available when it comes to potentially ‘exposing’ one’s dietary identity – to divulge, to dissemble, or to divert, and that each comes with its own ethical and moral challenges. We argue that the research field and the researcher’s personal world are separate, though blurred, realms and, while the collection of quality data is important to any study, behavioural decisions should always be undertaken with boundaries of safety, and emotional and moral comfort in mind. (shrink)

In German discussions over the last twenty years of the difference between what it is to be a body (in German: Leibsein) and what it is to have a body (Körperhaben), many have been concerned to remind us that we owe this conceptual distinction to the philosophical anthropologist Helmuth Plessner. He introduces the distinction in an essay from 1925—written in collaboration with the Dutch behavioral researcher Frederick Jacob Buytendijk—“Die Deutung des mimischen Ausdrucks. Ein Beitrag zur Lehre vom Bewusstsein des anderen (...) Ichs” (“The Interpretation of Mimetic Expressions: A Contribution to Understanding One’s Consciousness of Other Subjects”). Buytendijk later explained that it was Plessner who worked out the .. (shrink)

Several initiatives recognize the importance of transforming institutions, not just changing individuals, to diversify STEM fields. Universities and colleges are distinctive gendered work organizations because workers are highly educated and have authority in hiring, evaluation, and policy. This article explores whether feminist sociologists are particularly well suited to guide institutional change to diversify the academy. Drawing on data from in-depth interviews with 24 feminist academic sociologists at the rank of associate or full professor, I analyze how their feminist and sociological (...) identities intersect with institutional locations to create opportunities to transform the academy. Outsiders within, feminist sociologists revise and use the master’s tools to produce knowledge that improves recognition of, and ability to reduce, structural inequalities. Proficiency with these tools confers insider legitimacy and access to a “seat at the table” where disciplinary expertise and political commitments contribute to institutional change. Inevitably, these professors confront resistance, and in response develop strategies to advance their goals. Insights from feminist sociologists suggest that to transform universities to reflect the diversity of institutions and lived reality of contemporary faculty, it may be more useful to identify a set of commitments and principles that inform policies and practices, rather than specifying actions to support culture change. (shrink)

In this paper, I contend that the core intuition that resides at the basis of Scheler’s metaethics is expressed through the formal axiological distinction between things, goods, and values. I pursue a twofold aim: 1) to show that Scheler implicitly operates within Husserl’s concept of ‘unitary foundation’ when describing how values inhere within goods; 2) to compare Scheler’s metaethical argument concerning the independence of a world of goods with Hare’s ‘indiscernibility argument’. Scheler’s reversal of Hare’s argument confronts us with the (...) formal-ontological difference between the analytic account of supervenience and the phenomenological account of unitary foundation. My argument is based on the formalization of the second type of unitary foundation that Husserl outlines in his Third Logical Investigation. The second type of unitary foundation is usually conflated with the first type of unitary foundation, as a result of the gross mistakes found in Findlay’s English. (shrink)

Positivist ethnographic research situates the participant observer in an objectivist position towards the field. Using poststructural perspectives to analyse the field challenges and unsettles objectivist assumptions underpinning ethnography. Neither is merging of the two approaches completely unproblematic. A crucial element in a coherent amalgam centres around resolution of potential contradictions emanating from the place of field notes in ethnographic research, and the position of the researcher (author) vis‐a‐vis such notes. Contemporary approaches to field notes maintain that such notes are not (...) an objective description of the field, unaffected by the voice of the researcher. Rather, observational records are to be regarded as text, with characteristics in common with all texts. The ethnographic record is constituted as much by the positionality of the researcher as by the research participants. The nurse researcher can be viewed as participant in the constitution of the field. In unsettling and challenging taken‐for‐granted understandings about nursing practice, I am affirming the centrality of the position of the nurse in nursing research. (shrink)

The aim of this paper is to emphasize the theoretical and aesthetical meanings of Plessner’s aesthesiology. His theory on the unity of the senses allows to legitimate the normative sense of sensibility and his pregnancy to understand the organization of experience. Such an aesthetical perspective has also relevant implications for Plessner’s philosophical anthropology and his theory of eccentric positionality of human being, which is mainly a theory on the body-mind philosophical conjunction.

Ever-increasing numbers of teachers are expressing commitments to social justice education today, but few experienced critical or democratic education in their own schooling or in their teaching practicum. Thus, teachers’ critical democratic commitments can be difficult to put into practice, especially in classrooms where students with diverse and unequal positionalities are engaged in learning together – what I call “heterogeneous” classrooms. Education that is “democratic” (that includes a range of warranted perspectives) can seem to come into conflict with education that (...) is “critical” (that elevates and centers marginalized perspectives). We have little research depicting how educators meet such challenges. This paper depicts an experienced and committed social justice educator wrestling with difficult problems in the enactment of critical democratic education. Mr. Crane regularly engaged his racially and linguistically heterogeneous students in discussions of social issues, and during these discussions regularly encountered practical facilitation challenges posed by inequality among students. He wrestled with how to elevate students of color's views without spotlighting them, and how to challenge dominant perspectives without shaming the students who voiced them. Drawing on qualitative data from classroom observations and interviews, I depict Mr. Crane making sense of and mobilizing emergent instructional responses to these challenges – with, by his own reckoning, mixed results. One instructional routine, an impromptu version of a critical inquiry, was flagged by Mr. Crane as a promising method for navigating some of the trickiest problems of critical democratic education practice. This paper's findings demonstrate that enacting critical democratic education is not easy. Even experienced and committed social justice educators struggle with how to put their critical values into practice. By making visible one experienced critical democratic educator's recurring problems of practice, my research acknowledges the difficulties of this work and contributes to problem-framing. Furthermore, by deconstructing a promising routine for impromptu critical inquiry during classroom discussions of social issues, this research contributes a model of effective critical democratic education in practice. (shrink)

Ethnographic fieldwork is subject to a number of tensions regarding the position of the researcher. Traditionally, these are discussed from a methodological perspective, and draw attention to issues such as ‘objectivity’ of the research and the supposed need for ‘distance’ in the process of knowledge-building. Approaching the issue from a different angle, this article provides a reflection on the positionality of the researcher through an autoethnographical account based on fieldwork with socially excluded groups. Rather than reflecting on the (dis)advantages (...) of proximity for the research process, it explores from a personal stance how this role interacts with other roles in the researcher's life (e.g. being a volunteer, a citizen, an advocate, a moral being). Increased awareness about this intrinsic positionality of the researcher calls for a situated conceptualisation of professionalism and science. The author furthermore explores how an autoethnographical approach relates to educational research and su.. (shrink)

indians are the "singing remnants" or "graffiti," in the words of Leanne Betasamosake Simpson ("i am graffiti"). The forms this graffiti takes, our inscriptions on the landscape, are as numerous as our Nations, abundant as our ancestors who loved, lived, and passed down knowledge of our lands and histories. "You are the result of the love of thousands," writes Linda Hogan, who beseeches us to listen to the environment surrounding us (159). Deborah Miranda (Coastal Esselen and Chumash) reminds us that (...) we are also the result of violent histories, in her tribal memoir Bad Indians, a book that relishes the tales of her ancestors who resist and act out to survive. This harm, genocide, and settler mapping of worlds also... Read More. (shrink)

In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--definitions of interdisciplinarity as the bringing into dialogue of established disciplines without questioning the parameters and practices of those disciplines. We propose that interdisciplinarity instead might mean teaching and learning among, between, and in the midst of those of innate or learned capacities--not only college faculty but also students and staff. To illustrate this more radical iteration of interdisciplinarity, we draw on a range of definitions of the key (...) terms, “discipline” and “faculty,” and we offer a case study of a workshop we co-facilitated in which we brought differently positioned individuals together to engage in the educational process and the production of knowledge. We hope that this discussion contributes to expanding the notions and practices of interdisciplinarity. (shrink)