Critique Your Qualitative Researcher Positionality

            [The term positionality is not one we encounter very often. The introduction to week 8 found in the syllabus explains what this term means and the explanation should be reviewed carefully before attempting this assignment. Within that explanation, the following sentence speaks to the very core of the meaning of this term. Positionality refers to “… the researcher’s stance within the social constructs, biases, layers and contexts, power balances, dual/multiple identities, transparency, and objectivity/subjectivity within the research (Throne & Bourke, 2019).” The resources for this week further elaborate on the concept of researcher positionality and most students find them to be mind-expanding in many ways. However, if you have reviewed all of this material and you are still struggling to grasp what researcher positionality means, the following video may help. https://www.youtube.com/watch?v=pVqQOPdH6kg

The length guideline for this assignment is 4-5 paragraphs (1–1.5 pages). Most students find it very difficult to respond to all that is required by the syllabus for this assignment in such a little space. Therefore you can double this length requirement if needed. Below are the headings you need to organize your work to insure all syllabus criteria are fulfilled.]

My Researcher Positionality

[The syllabus instructions for this section read as follows. “After reviewing the Week 8 Resources and Figure 8.1, use writing-as-inquiry to reflect on the aspects of yourself as a scholar and qualitative researcher and begin to articulate how you would describe your own researcher positionality.” The key to developing this section is to have your research problem in mind. For example, if your research problem is not knowing how school climate influences bullying in a school you would reflect on issues such as: were you bullied or a bully as a child, are you a parent of a bullied child, have you been infuriated by observing past bullying, are you frustrated with administrator inaction with regard to bullying in your school, do you think some members of the school staff are bullies, and so on. The key is to identify ways your past journey and who you have become during that journey could influence how you perceive your research problem, the lives of your research participants, the data you collect, and the findings you write up.]

My New Learning and How I could Apply it in Future Qualitative Research

[The syllabus instructions for this section read as follows. “Review the five-course learning objectives (CLOs, see them listed again below) and assess the new learning you have gained in this course and how you will apply it to your future qualitative research design.”

Learning Outcome 1: Discriminate the strengths, challenges, and limitations of the qualitative research designs used in educational research.

Learning Outcome 2: Analyze the rationale and methodological conventions of qualitative data collection techniques used in educational research.

Learning Outcome 3: Analyze the rationale and methodological conventions of qualitative data analysis techniques used in educational research.

Learning Outcome 4: Evaluate qualitative educational research designs with attention to alignment, feasibility, trustworthiness, and quality.

Learning Outcome 5: Synthesize strategies for developing and aligning a qualitative research study design to address an educational problem.]

Evaluating My Confidence as a Qualitative Researcher

[The syllabus instructions for this section read as follows. “Reflect on the gains and challenges in this course experience, and evaluate the current state of your ability to offer a substantive rationale for the choice of the qualitative method for doctoral-level research and the justification of a specific qualitative research design to explore a focused educational problem.”]

Additional Development I Need as a Qualitative Researcher

[The syllabus instructions for this section read as follows. “Finally, consider the additional development you will need as you continue your coursework and your development as a doctoral qualitative researcher and your researcher positionality.”] PLEASE USE THE ATTACHED ADDITIONAL MATERIAL BELOW FOR THIS ASSIGNMENT TO INPUT.

Using reflective writing as a critical thinking process, consider your researcher positionality as a doctoral-level qualitative researcher and offer a reflective discussion that encompasses four to five paragraphs:

1. After reviewing the Week 8 Resources and Figure 8.1, use writing-as-inquiry to reflect on the aspects of yourself as a scholar and qualitative researcher and begin to articulate how you would describe your own researcher positionality.
2. Review the five-course learning objectives (CLOs, see them listed again below) and assess the new learning you have gained in this course and how you will apply it to your future qualitative research design.
3. Reflect on the gains and challenges in this course experience, and evaluate the current state of your ability to offer a substantive rationale for the choice of the qualitative method for doctoral-level research and the justification of a specific qualitative research design to explore a focused educational problem.
4. Finally, consider the additional development you will need as you continue your coursework and your development as a doctoral qualitative researcher and your researcher positionality.

Length: 4-5 paragraphs (1–1.5 pages)