Positioning Positionality and Reflecting on Reflexivity: Moving From Performance to Practice.

Abstract

Researcher reflexivity and acknowledgement of positionality are emerging as key concepts for evaluating the quality of qualitative research. Collectively, we explore the relationship between reflexivity and positionality statements as reflexive practice, considering who benefits, who has authority, and our expectations of each other as qualitative researchers. Moving between examples of doing reflexivity in practice and what is often requested of authors during the peer review and editorial processes, we challenge the idea that positionality statements in the form of identity disclosures ought to be taken as the token performance of reflexive work, despite their frequent use as such. We begin by outlining the role and purpose of reflexivity in qualitative research and follow by examining the turn toward identity disclosure as fulfilling this purpose. Following, we examine the ways in which a "shopping list" positionality statement can create disproportionate risk, reinforce stereotypes, and homogenize researchers identifying with marginalized groups, without necessarily benefiting the research process or how research is communicated. In addition, we present alternative ways of doing and communicating reflexivity in qualitative research that, although not without their own challenges, allow reflexivity to take up the space it deserves during the research process and dissemination.