Researcher positionality, power and doctoral research

Book chapter

Czerniawski, G. and Thomason, M. 2025. Researcher positionality, power and doctoral research. in: Roffey-Barentsen, J. and Burnell Reilly, I. (ed.) Completing Your EdD: The Essential Guide to the Doctor of Education London Emerald Publishing Limited. pp. 145-172
AuthorsCzerniawski, G. and Thomason, M.
EditorsRoffey-Barentsen, J. and Burnell Reilly, I.
Abstract

Acknowledging the everyday challenges of being a full-time teacher, practitioner or indeed anyone carrying out a part-time professional doctorate in education (EdD), this chapter will increase your understanding of your own researcher positionality and the role it plays in mediating the outcomes of your doctoral research. Little is known about the professional tensions teachers, practitioners and doctoral students in general encounter, in relation to their positionality, when carrying out doctoral research particularly within the institutions where they work. By ‘researcher positionality’ we refer to a researcher's motives, presuppositions and personal history that lead towards, and subsequently influence, a particular inquiry (Caelli et al., 2003). With its focus on researcher positionality this chapter draws attention not just to some of the positionality tensions and dilemmas you may encounter on your doctoral journey, but also to the importance of teacher researchers (and all practitioner researchers) and their role in research knowledge production in general.

Book titleCompleting Your EdD: The Essential Guide to the Doctor of Education
Page range145-172
Year2025
PublisherEmerald Publishing Limited
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Online28 Feb 2025
Publication process dates
Deposited18 Dec 2024
Place of publicationLondon
Edition2nd
ISBN978-1836088172
9781836088165
9781836088141
Web address (URL)https://bookstore.emerald.com/completing-your-edd-pb-9781836088172.html
Copyright holder© 2024 The Authors
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