Workshop 1
Reading lists:
- Read this article: Bayeck, R.Y. (2022) Positionality: The Interplay of Space, Context and Identity. Journal of Qualitative Methods.
- Schiffer, A. (2020), Issues of Power and Representation: Adapting Positionality and Reflexivity in Community-Based Design.
- YouTube. (2021) ‘What is positionality?’ [online] Available at: https://youtu.be/HfBf-je6-sw?si=mMyUi_N7C6aEyzQj
Summary:
In Positionality: The Interplay of Space, Context and Identity, Bayeck (2022) explores how a researcher’s identity is not fixed but constantly shifting depending on where they are and who they are with. Drawing from her own cross-cultural fieldwork, she describes how her status as an insider or outsider changed based on gender, nationality, and the spaces she occupied. Bayeck introduces the idea of being an “in-out-sider” to capture the complexity of holding multiple, fluid positions simultaneously.
Similarly, in Issues of Power and Representation, Schiffer (2020) reflects on her participatory design work in The Gambia and how her identity as a white European woman shaped her relationships with local collaborators. She emphasises that reflexivity is not just personal reflection, but an ethical, ongoing practice that challenges power dynamics and shifts the designer’s role from “problem-solver” to “facilitator.” Both authors argue that positionality and reflexivity are essential in producing ethical, empathetic, and situated research, especially when working across cultural boundaries.
Reflective writing:
After watching the video What is Positionality? (YouTube, 2021), I started to think more deeply about what makes me who I am, and how that influences the way I view the world and carry out research. I used to think reflection just meant thinking about how I feel or what I believe, but this concept pushed me to think critically about the deeper layers, how my identity, upbringing, cultural values, even the spaces I move through all shape the way I approach topics. Bayeck (2022) describes this beautifully by saying that positionality is shaped by “the interplay of space, context, and identity,” and that researchers often carry multiple identities which shift depending on where they are and who they’re with—sometimes even becoming an “in-out-sider” all at onceBayeck 2022 Positionali…. That really made me pause. I’ve never thought about how these different roles I hold: lecturer, technician, Chinese woman, immigrant, married, collide and influence how I work with students or select research topics. Similarly, Schiffer (2020) reflects on her fieldwork in The Gambia and how building trust and critically examining her position as a white woman helped her navigate power dynamics and avoid being a “design saviour”Schiffer 2020 Positiona…. I found her honesty really moving. She writes about embracing vulnerability and letting go of control to become a facilitator rather than a leader—something I think about more and more when working with students from different backgrounds. Both articles encouraged me to step out of my comfort zone and see reflexivity not as a box-ticking exercise, but a continuous, emotional, and even uncomfortable journey that can make my practice more ethical and empathetic.
Reference:
Bayeck, R.Y. (2022) ‘Positionality: The interplay of space, context and identity’, International Journal of Qualitative Methods, 21, pp. 1–9. https://doi.org/10.1177/16094069221131321
Schiffer, A. (2020) ‘Issues of power and representation: Adapting positionality and reflexivity in community-based design’, International Journal of Art & Design Education, 39(3), pp. 418–429. https://doi.org/10.1111/jade.12291
My Process of Understanding the Difference between Positionality and Reflexivity
When I first came across the concepts of positionality and reflexivity, I found them a little confusing. They often appear together, but they actually focus on slightly different (though connected) aspects of how we see the world, and how we act within it. Here’s how I’ve come to understand the difference:
Positionality is about who you are—your background, your cultural and social identity, your upbringing, education, language, gender, race, and everything else that shapes your worldview. It refers to the “position” you occupy in society and in relation to others. For example, I’m standing at a window in a tall building. Positionality is the floor I’m on and the direction your window faces; it determines what you can and can’t see.
It’s not just a label, though. It’s about how that position affects what you notice, what you value, and how you interact with others. For example, I recognise my own positionality as a Chinese woman working in UK higher education, raised in a family that highly values discipline and time management. These parts of my identity shape how I relate to students, colleagues, and the way I teach and research.
Reflexivity goes one step deeper. It’s about being aware of your positionality, and then constantly reflecting on how that shapes your actions, decisions, relationships, and the knowledge you produce. It’s not something you do once and forget. It’s an ongoing process of asking myself questions like:
- How does who I am influence how I see others?
- Am I unintentionally missing something because of my own cultural assumptions?
- Am I placing unfair expectations on others based on my background or values?
Reflexivity is about being open to discomfort, willing to question my biases, and adjusting my approach when needed. It’s not always easy. For example, I’m still standing on the same tall building, and realising that my view is limited, then deciding to move, explore other windows, and listen to what others can see from their floors.
For me, this became really clear when I realised that I used to feel frustrated when some students didn’t turn up to tutorials or didn’t ask for help. I couldn’t relate—because from my own upbringing, time management and self-discipline were core values. But then I started reflecting: not everyone grows up in a context where those things are taught or valued in the same way. That reflection, that shift, is reflexivity. It’s how I started to think about changing how I support my students, and how I approach my teaching more compassionately.
My Positionality vs. My Reflexivity
| Aspect | My Positionality | My Reflexivity |
|---|---|---|
| Cultural Background | I was raised in a Chinese family that values discipline, organisation, and independence. | I now realise that these values shape how I perceive “responsibility” and “success”—and that not everyone has had the same structure or support. |
| Gender & Ethnicity | I am a Chinese woman living and working in the UK. My identity is often shaped by stereotypes about being quiet, obedient, or passive. | I reflect on how these assumptions affect how others treat me, and how I sometimes hold back my voice, even when I should speak up. |
| Educational Experience | I lived independently since I was 16 and learned to manage my studies early. | I used to expect students to do the same. Now I understand that time management is often taught, not innate, and I can offer more guidance and check ins to make sure students have a safe space to speak out their needs. |
| Professional Role | I work as a lecturer and technician in a Western institution where I’m often both a cultural insider and outsider. | I reflect on how this “in-between” space gives me unique insight—but also comes with emotional labour, especially when trying to support international students. |
| Biases and Assumptions | I assumed that asking for help or being organised is “normal” and expected. | I now challenge that assumption by asking: What barriers might stop someone from speaking up? How can I create safer, more accessible spaces? |
My Positionality Statement
I’m a Chinese woman working and living in the UK, and I’ve come to realise that my background plays a much bigger role in how I teach, communicate, and research than I used to think.
I grew up in a middle-class family; my dad works as a leader in a government agency, and my mum works in the finance bureau. Since I was a teenager, I’ve been expected to be independent, organised, and responsible. I travelled and started living by myself at age 16 in the UK, and from that point on, I learned how to manage my studies, my life, and ask for help when I needed it.
For a long time, I thought that was just “normal.” But now I see that these values—time management, being proactive, speaking up—are actually part of my positionality. Not everyone has the same start in life, and not everyone has been encouraged or taught to do things the way I was. Through learning more about positionality and reflexivity, I’m starting to reflect more deeply on how my personal experiences shape my expectations, especially toward students.
I’ve noticed that when students don’t show up or don’t ask for help, I used to get frustrated. I couldn’t understand why they wouldn’t just speak up if they were struggling. But now I ask myself: what’s stopping them? Maybe they come from a background where asking for support feels scary, or maybe they’ve never had anyone check in on them. I realise now that what feels easy for me isn’t necessarily easy for everyone else—and that’s a big shift in how I approach teaching and support. This is especially true when it comes to international students. I’ve been one myself, so I totally get it in some ways—the confusion, the pressure, the feeling of being overwhelmed or unsure whether your questions are even valid. I see how hard it can be to adjust to a new academic culture, express yourself in a second language, or even know where and how to get help. I want to study more about different approaches, both culturally and pedagogically, so I can better understand their struggles and offer more effective, compassionate support.
Being a Chinese woman in a Western university setting also puts me in an interesting space. Sometimes I feel seen, sometimes invisible. There are stereotypes about Chinese or Asian women being passive, quiet, or overly obedient, and I do think these assumptions affect how others treat me, even in subtle ways. At the same time, I have certain privileges: I’m educated, I have work experience, and I’ve learned to adapt across cultures. So I’m trying to use that awareness to create safer and more supportive spaces for my students, especially those who might not feel they belong.
What I’ve learned is that poositionality isn’t fixed. It changes depending on where I am, who I’m with, and how I’m being perceived. And reflexivity means I don’t just think about who I am, I also reflect on how that shapes my actions, and how I might need to shift or rethink things. It’s uncomfortable sometimes, but it’s helping me grow, not just as a teacher or researcher, but as a person.