Re-positioning Power and Re-imagining Reflexivity: Examining Positionality and Building Validity Through Reconstructive Horizon Analysis

Abstract

In this chapter, we explore how researchers might engage in reflexivity. Reflexivity is closely related to the concept of positionality, which refers to the way we as researchers view our position in the world in relation to others, especially those who are involved in or may read our research. Often reflexivity is issued as a call—an important step to take to establish the validity, rigor, or ethical nature of the research being done. Here we engage in reconstructive horizon analysis (RHA), which is an approach for examining taken-for-granted claims made by ourselves and our research participants. We find that by engaging in RHA, we build moments for dialogue and communication into the research process that allow assumptions, structures, and roles to be made explicit.

Suggestions for Further Reading

• Berger, R. (2015). Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234. https://doi.org/10.1177/1468794112468475

This article is useful because it explicitly addresses how a researcher’s social position, lived experiences, and beliefs interact with the process of reflexivity.

• Chan, A. (2017). Reflection, reflexivity, reconceptualisation: Life story inquiry and the complex positionings of a researcher. Reconceptualizing Educational Research Methodology, 8(1), 27–39. https://doi.org/10.7577/rerm.2544

This is an example of reflection and reflexivity that can be useful, especially for those just starting to engage in qualitative inquiry, as well as for those interested in learning new approaches to become more reflexive.