Applying positioning theory to the analysis of classroom interactions: Mediating micro-identities, macro-kinds, and ideologies of knowing

By Kate T. Anderson. 2009

189 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/19c0f9cf1d7f85756dcb69076570ccddbd41ebec

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Beth Herbel-Eisenmann
2. D. Wagner
3. Melinda Martin‐Beltrán

In Language and Linguistics

1. Beth Herbel-Eisenmann
2. D. Wagner
3. Melinda Martin‐Beltrán

Citations in the corpus

• Positioning in mathematics education: revelations on an imported theory (2015, background): “Specifically, for Esmonde and LangerOsuna does power and authority “stick” (Anderson, 2009) over time to a person and become a part of their personal narrative or is it socially constructed repeatedly in every new context?”
• Positioning proficiency: How students and teachers (de)construct language proficiency at school (2010, background): “Anderson (2009) suggested an expanded view of positioning theory that included an analysis of micro-level practices (face-to-face interactions), meso-level factors (school level categories), and macro-level (societal, ideological) factors.”