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Using Positioning Theory to Identify Contradictory Teachers’ Identity When Enacting Knowledge Building in Social Studies
PROCEEDINGS

, , , National Institute of Education, Singapore

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper reports the initial dilemmas teachers faced when implementing knowledge building in social studies as part of a future school initiative in Singapore. Positioning theory was used to analyze teachers’ discourse during curriculum meetings of which contradictory role positions (and therein moral obligations) were identified. Specifically, teachers experienced contradiction between messengers of national education (advocating Singapore as a choice country) and the pedagogical enactment of knowledge building that favored students’ voice and freedom of choice. This analysis illuminates the utility of positioning theory as an analytical tool to unpack the multiple and possible contradictory teachers’ identity as they enact curricular and pedagogical reform.

Citation

Lim, W.Y., So, H.J. & Chai, C.S. (2013). Using Positioning Theory to Identify Contradictory Teachers’ Identity When Enacting Knowledge Building in Social Studies. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 100-104). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .