The Self and Others: Positioning Individuals and Groups in Personal, Political, and Cultural Contexts

By Rom Harre, F. Moghaddam. 2003

499 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/46a218a373d63be8d1cd063f74838d15579e2a84

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Citations in the corpus

How Should My Chatbot Interact? A Survey on Social Characteristics in Human–Chatbot Interaction Design (2019, background): “wn 2000; Stets and Burke 2000] regarding to ingroup bias, power relations, homogeneity, and stereotyping, in order to design chatbots with identity traits that reflect their expected social position [Harré et al. 2003]. 3.3.2 Personality. Personality refers to personal traits that help to predict so”
Uninvited Guests: The Influence of Teachers’ Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom (2008, background): “Based on these dynamic relationships of positioning, Harré and Moghaddam (2003) further claim that positioning individuals as deficient may deny them the right to correct their cognitive performance and positioning them as intelligent may allow them the possibility to improve performance.”
Positioning in mathematics education: revelations on an imported theory (2015, background): “Some instances of storylines the authors identified include, for example, “David and Goliath” and “doctor and patient” (Harré & Moghaddam, 2003), instruction and ‘hard times’ (van Langenhove & Harré, 2003), paternalism, joint adventure, and feminist protest (Davies & Harré, 1999).”
Positioning proficiency: How students and teachers (de)construct language proficiency at school (2010, background): “The lens of positioning theory (Davies & Harré, 1990; Harré & Moghaddam, 2003; Harré & van Langenhove, 1999) revealed ways that proficiency is situated, that is, dependent upon how one is positioned within a particular context.”
Narrative and the Cultural Psychology of Identity (2008, background): “Following the premises of positioning theory, which emphasizes the positions individuals take vis-à-vis some other (see Bamberg, 1997; Harré & Moghaddam, 2003; Harré & van Langenhove, 1999), the work of Bamberg (2004) and Thorne and McLean (2003) exemplifies a situated approach to identity that…”
Personal, Master, and Alternative Narratives: An Integrative Framework for Understanding Identity Development in Context (2016, background): “…is a central component to this framework, and we argue that those who view culture as primarily dynamic [e.g., Bamberg, 2004; Gjerde, 2004; Rogoff, 2003; Vygotsky, 1978] are not attending to the rigidity of power structures that fundamentally limit that dynamism [but see Harré & Moghaddam, 2003].”
Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms (2019, background): “When individuals position themselves (and are positioned by others) as teachers, they will often mobilize ‘emotion discourses’ (Edwards, 1999) that are congruent with the ‘rights and duties’ (Harré & Moghaddam, 2003, p. 5) of their teacher position.”