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Complicated shadows: a discussion of positionality within educational research.

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Title: Complicated shadows: a discussion of positionality within educational research.
Authors: O'Neill, Daniel (AUTHOR)
Source: Oxford Review of Education. Aug2025, Vol. 51 Issue 4, p579-594. 16p.
Subjects: Teacher researchers, Research personnel, Reflexivity, Education research, Prologues & epilogues, Apathy
Abstract: This paper comprises a Socratic dialogue that explores the mix of advocacy, acceptance, apathy, confusion, and criticality often presented by new educational researchers as they encounter and navigate positionality in the first stages of their research projects. The fictionalised ancient form allows a vehicle to explore common debates and discussions with new researchers as they seek to accommodate to the demands of reflexivity. Concluding with an epilogue the author suggests the importance of forging a place for new educational researchers to thoughtfully engage with positionality, in the hope of avoiding the institutional petrification of such a vital methodological and epistemological approach. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Complicated shadows: a discussion of positionality within educational research.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22O'Neill%2C+Daniel%22">O'Neill, Daniel</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Aug2025, Vol. 51 Issue 4, p579-594. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Teacher+researchers%22">Teacher researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Research+personnel%22">Research personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Reflexivity%22">Reflexivity</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Prologues+%26+epilogues%22">Prologues & epilogues</searchLink><br /><searchLink fieldCode="DE" term="%22Apathy%22">Apathy</searchLink>
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  Data: This paper comprises a Socratic dialogue that explores the mix of advocacy, acceptance, apathy, confusion, and criticality often presented by new educational researchers as they encounter and navigate positionality in the first stages of their research projects. The fictionalised ancient form allows a vehicle to explore common debates and discussions with new researchers as they seek to accommodate to the demands of reflexivity. Concluding with an epilogue the author suggests the importance of forging a place for new educational researchers to thoughtfully engage with positionality, in the hope of avoiding the institutional petrification of such a vital methodological and epistemological approach. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03054985.2024.2351445
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher researchers
        Type: general
      – SubjectFull: Research personnel
        Type: general
      – SubjectFull: Reflexivity
        Type: general
      – SubjectFull: Education research
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      – SubjectFull: Prologues & epilogues
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      – SubjectFull: Apathy
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      – TitleFull: Complicated shadows: a discussion of positionality within educational research.
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              Text: Aug2025
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