Unveiling a Power Dynamic in a General Science Class through Positioning Theory

摘要

Positioning theory was used to identify interactions between an instructor and student in a general science class. Using Anderson’s analysis categories and multiple forms of data provided space to look at typically unseen dynamics. One salient conversation between the instructor, Courtney and student, Matthew reveals power dynamics between them. Without this analysis , the instructor, Courtney, appears to hold all the authority. However, our analysis sho wed that Matthew held power to move the class forward. It is unclear i f they shared this power at the epistemic level in addition to the logistical le vel.