These are the main positions that Rasmussen identifies in her observations. They mainly refer to the 2 teachers and 5 pupils.<\/p>\n
She wasn’t focusing on positioning and identity, so this is presumably only a few of the more obvious positions. I can see that some of them would actively support learning, while others would act to block learning.<\/p>\n
Girl. Boy.
\nExplorer [of knowledge]. Presenter [of knowledge]. Evaluator. User.
\nParticipant. Leader. Member. Active member.
\nAuthority figure. Teacher. Facilitator. Supervisor. Shepherd.
\nGroup leader. Someone in charge. Mouse controller. Spokesman. Main director.
\nPeripheral participant. Active participant. Participant.
\nConstructor. Interpreter.
\nStudent. Pupil. Learner. Main agent of their learning. Peer.
\nInsider. Outsider. Observer. Monitor. Audience.
\nTeaching team. Focus group. Friend. Girl unit.
\nQuiet pupil. Strong character. Patient. Responsible pupil. Low achiever.
\nPerson who has read. Person who has just copied. Person who can’t answer. Lazy.
\nLocal authorities [role play]. Immigration officer [role play] Traveller [role play]
\nSoldier [role play]. Civilian [role play]. Central actor.
\nBlack person [role play]. White person[role play]. Norwegian.
\nFamily member. Group member. Partner.
\nMedia consumer.
\nAdvanced ICT user.
\nGrown up.<\/p>\n
Rasmussen notes: ‘individual pupils’ positionality within the groups revealed that although there are close connections between teachers’ and pupils’ interactions, there is no such thing as a direct relationship. Rather interdependency was constructed in different ways.’ (p224)<\/p>\n","protected":false},"excerpt":{"rendered":"
These are the main positions that Rasmussen identifies in her observations. They mainly refer to the 2 teachers and 5 pupils. She wasn’t focusing on positioning and identity, so this is presumably only a few of the more obvious positions. I can see that some of them would actively support learning, while others would act […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,4],"tags":[],"class_list":["post-51","post","type-post","status-publish","format-standard","hentry","category-identities","category-positioning"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/posts\/51","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=51"}],"version-history":[{"count":0,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/posts\/51\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=51"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=51"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=51"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}