Chapter 7. Facilitator identities

Abstract

We rarely use category labels to identify ourselves, rather it is through our actions and discourses in specific settings that we perform identities. Doctors take on their professional identity as they ask questions regarding their patients’ health, teachers do this by giving instructions, initiating and directing interactions with students, and offering feedback (Gardner, 2012; Hall & Walsh, 2002; Heritage, 2012; Richards, 2006). The facilitators in this situated context perform a series of actions and discourse identities in the Soliya meeting room.