Relational Positionality and a Learning Disposition: Shifting the Conversation

Autor/inn/en	Fasavalu, Talitiga Ian; Reynolds, Martyn
Titel	Relational Positionality and a Learning Disposition: Shifting the Conversation
Quelle	In: International Education Journal: Comparative Perspectives, 18 (2019) 2, S.11-25 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Pacific Islanders; Ethnic Groups; Foreign Countries; Ethnography; Researchers; Pidgins; Cultural Differences; Creoles; English (Second Language); Concept Formation; Indigenous Knowledge; Personal Autonomy; Story Telling; Grounded Theory; Learning Strategies; Critical Incidents Method; Student Attitudes; Metacognition; Stereotypes; Athletes; Migration; Personal Narratives; Teacher Leadership; Learning Processes; Educational Experience; Higher Education; Foreign Students; New Zealand + Suchen Sie Ihr Suchwort? Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Ausland; Ethnografie; Researcher; Forscher; Kultureller Unterschied; Kreole; English as second language; English; Second Language; Englisch als Zweitsprache; Concept learning; Begriffsbildung; Individuelle Autonomie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Klischee; Athlet; Erlebniserzählung; Lehrerfunktionsstelle; Learning process; Lernprozess; Bildungserfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neuseeland
Abstract	In the complex and diverse region of Oceania, researchers often work across more than one cultural understanding. Thus, a researcher's position with regard to their research requires careful ongoing negotiation because position, when understood through relationality, is fluid. Negotiating position requires acute reflexivity of the researcher but also offers opportunities for ongoing development and agency. In this article, we use the literature of relational positionality and autoethnographic methodology to discuss two researchers' deliberate re-positioning in relation to their field of education, focusing on deliberate self-change and the application of new conceptual learning. The context is Pasifika education, a space which sits between different knowledge systems as the education of Pacific-origin people in Aotearoa New Zealand. The article demonstrates how storying can support new understandings which, in turn, can help negotiate positionality. The argument draws on data from a conference tok stori session that illustrates the potential of storying to expose, re-value and then reweave positionality through relational activity. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06