Reflecting on, fleshing out, interrogating, and conveying your positionality relative to a research orientation is critical to ensuring the validity of your research stance. After all, no one can be 100% objective. The researcher’s beliefs, values systems, and moral stances are as fundamentally present and inseparable from the research process. In fact, even the most passive methods of data collection and quantitative analysis have some interactional aspects, and it is impossible to absolutely control for and ensure the unobtrusiveness of research applications and interventions. Power dynamics flow through every vein of the research process; therefore, it is our ethical duty to intentionally and mindfully attend to our role(s) in the contextual power interplay of the research process.
In addition to the technical qualitative and quantitative research methods for ensuring validity, a preemptive and fundamental step in attending to the ethics of the research process is to critically reflect on, flesh out, interrogate, and state one’s positionality. A great place to labor with and develop one’s positionality is in a researcher reflection memo, which provides a safe, brave, intentional, self-reflexive, and critical space to consider and respond to questions about one’s positionality:
- How do my personal, professional and/or intellectual positionalities (identities, contexts, experiences, and perspectives) cohere with or diverge from my research inquiries?
- What legacies (personal, communal, societal, national, transnational and/or global) inform the social constructedness of my positionality?
- In what ways, or not, am I conscientiously, or not, reifying, resisting, disrupting, and/or changing the constructs of my positionality through this research process?
- How has my own positionality changed, or not, over time, and why? In what ways has it remained static, and why? In what ways has it been dynamic, fluid, emerging and/or generative, and why?
- How does my positionality recognize, honor, and/or problematize intersectional notions of difference (politics, economic class, race, ethnicity, nationality, citizenship, legality, age, ability, education, sexuality, gender, and/or religion?) as a conceptual praxis of analysis for my research context?
For more support come into Weingarten to meet with a learning instructor during an individual consultation on any and all undergraduate and graduate research or join our working group series called Dissertation Bootcamp.
Staff Writer: Min Derry, Learning Instructor and Research Fellow