Positionality statements in engineering education: A European perspective.
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| Title: | Positionality statements in engineering education: A European perspective. |
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| Authors: | Dunnett, K.1 (AUTHOR), Glessmer, M. S.2 (AUTHOR) mirjam.glessmer@lth.lu.se |
| Source: | Journal of Engineering Education. Jul2025, Vol. 114 Issue 3, p1-5. 5p. |
| Subject Terms: | *Engineering education, *Social norms, *Research methodology, General Data Protection Regulation, 2016, Self-disclosure, Subjectivity, University research |
| Geographic Terms: | Europe |
| Abstract: | The article focuses on the expectations surrounding positionality statements in academic research, particularly in engineering education, and the implications of these expectations in the context of cultural and legal norms in Europe. It critiques the demand for personal disclosures in positionality statements, arguing that such requests can be intrusive and may not align with the privacy protections established by the General Data Protection Regulation (GDPR). The authors suggest that instead of requiring detailed identity disclosures, researchers should reflect on how their positionality impacts their work, emphasizing the importance of contextualizing methodology over sharing personal information. They propose a framework for considering identity facets and their implications for research, advocating for a more thoughtful approach to discussing positionality in academic settings. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on the expectations surrounding positionality statements in academic research, particularly in engineering education, and the implications of these expectations in the context of cultural and legal norms in Europe. It critiques the demand for personal disclosures in positionality statements, arguing that such requests can be intrusive and may not align with the privacy protections established by the General Data Protection Regulation (GDPR). The authors suggest that instead of requiring detailed identity disclosures, researchers should reflect on how their positionality impacts their work, emphasizing the importance of contextualizing methodology over sharing personal information. They propose a framework for considering identity facets and their implications for research, advocating for a more thoughtful approach to discussing positionality in academic settings. [Extracted from the article] |
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| ISSN: | 10694730 |
| DOI: | 10.1002/jee.70014 |
