Positioning theory as analytic tool for understanding intersubjective meaning-making

This paper explores how positioning theory can be used to understand intersubjective meaning-making in CSCL environments. We analyzed asynchronous conversations of three discussion groups in a learning environment designed to teach team process skills. Analysis of the storylines, speech acts and positions taken up by each group provided insights as to how students made meaning in this learning environment. Positioning theory Initially introduced to the social sciences by Hollway (1984), the notions of position and positioning are a dynamic alternative to the static concept of a role. That is, one position can only be understood in relation to another position. The position of husband only has meaning in relationship to the position of wife; the student position makes sense only in light of the teacher position. In turn, these positions can only be understood in the context of particular discourses, or storylines. Speech acts take on different meanings depending the position of those who utters them, and the utterances unfold according to the storyline. Analysis of “episodes of social interaction” (Harré & Moghaddam, 2003, p. 3) requires an understanding of “acts” and “actions”. The intention of someone’s action is important, but its significance depends on how it is understood as an act by the recipient. Positions limit the possible acts and actions in any social episode. That is, positions come with duties to act in a certain way given the storyline. Few studies have used positioning theory as a way to understand educational settings, and none have applied it in a CSCL environment. Further, positioning theory may provide an approach to assessing team process and perhaps even group learning in CSCL environments, something which continues to be a challenge for researchers. Our research questions is: How can positioning theory be used to understand meaning-making in a CSCL environment?