June 15, 2019
June 15, 2019
June 19, 2019
Liberal Education/Engineering & Society
This initial work in progress paper explores a discussion of positionality from two doctoral candidate researchers in engineering education. Initiated and guided by Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen (Milner, 2007), this paper will present a starting point of dialogue and self-exploration from both qualitative and quantitative research perspectives. Engineering education researchers task themselves with being innovative towards the production of knowledge that is intended to improve and serve current practices and other ways of thinking, knowing, and doing. However, what can be said of the internal conversation that either does or does not occur within and outside of the bounds of reflexivity in research? This work in progress paper will provide an initial and non-exhaustive presentation of literature related to qualitative and quantitative considerations in positionality, describe the initial process and thoughts of two researcher's conversation of key incidents related to positionality over time in their graduate careers, barriers and supports to exploring positionality, and how this exploration influences their respective research. The personal exploration presented here is intended to serve as a starting point to ongoing reflexive work for each graduate researcher as a means of continuous development and meant to enhance research practices.
Hampton, C., & Reeping, D. (2019, June), Positionality: The Stories of Self that Impact Others Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33177
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