The performance of subject positions, power, and identity: a case of refugee recognition

Dagg, Jennifer; Haugaard, Mark

doi:10.1080/23254823.2016.1202524

Cited by 12 publications

(5 citation statements)

References 13 publications

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“…These changes in positions meant Olive, because of her positional shift, exerted some power over Anna (as did Anna's colleagues), and the purpose, nature and length of their relationship was changed. This demonstrates how positions are dynamic and continuously renegotiated through interactions (Dagg and Haugaard 2016, Davies and Harré 1990).…”

Section: Resultsmentioning

confidence: 89%

“…Likewise, when Anna asked if it were ‘okay to start [the session]’ (Obs) in the example above, this was a rhetorical question which Olive, as ‘compliant patient’, could not decline without breaching the duties expected of her. Olive's position as ‘compliant patient’ was intimately entwined with Anna's position as ‘rehabilitation facilitator and expert’, someone experienced in stroke rehabilitation who determined what was done, when and where, something that gave her power over Olive (Dagg and Haugaard 2016).…”

Section: Resultsmentioning

confidence: 99%

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Therapeutic relationships in aphasia rehabilitation: Using sociological theories to promote critical reflexivity

Bright

Attrill

Hersh

2020

Intl J Lang & Comm Disor

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Background: Therapeutic relationships are fundamental in aphasia rehabilitation, influencing patient experience and outcomes. While we have good understandings of the components of therapeutic relationships, there has been little exploration of how and why therapists construct and enact relationships as they do. Sociological theories may help develop nuanced understanding of the values, assumptions and structures that influence practice, and may facilitate critical reflexivity on practice. Aims: To explore the potential for theoretical approaches from outside speech-language therapy to enable a deeper understanding of the nature and enactment of therapeutic relationships in aphasia rehabilitation. Methods & Procedures: An explanatory single case study of one speech-language therapist-patient dyad in an inpatient stroke rehabilitation setting. Data included observations of five interactions, two interviews with the client and three interviews with the speech-language therapist. Analysis was guided by analytical pluralism that applied aspects of three sociological theories to guide data analysis and make visible the contextual factors that surround, shape and permeate the enactment of therapeutic relationships. Outcomes & Results: The analysis of this dyad made visible individual, interactional and broader structural features that illustrate the dynamic processes that practitioners and patients undertake to enact therapeutic relationships. Clinical practice could be viewed as a performance with each person continually negotiating how they convey different impressions to others, which shapes what work is valued and foregrounded. The patient and therapist took up or were placed in different positions within the interactions, each with associated expectations and rights, which influenced what types of relationships could, or were likely to, develop. Organizational, rehabilitation and individual practitioner structures assigned rules and boundaries that shaped how the therapist developed and enacted the therapeutic relationship. Whilst the therapist had some agency in her work and could resist the different influencing factors, such resistance was constrained because these structures had become highly internalized and routinized and was not always visible to the therapist. Conclusions & Implications: While therapists commonly value therapeutic relationships, social and structural factors consciously and unconsciously influence their ability to prioritize relational work. Sociological theories can provide new lenses on our practice that can assist therapists to be critically reflexive about practice, and to enact changes to how they work to enhance therapeutic relationships with clients.

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Section: Resultsmentioning

confidence: 89%

Section: Resultsmentioning

confidence: 99%

Therapeutic relationships in aphasia rehabilitation: Using sociological theories to promote critical reflexivity

Bright

Attrill

Hersh

2020

Intl J Lang & Comm Disor

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“…The postmodern perspective tells us that human interactions are inherently value-based and power-laden; thus Harklau and Norwood (2005) set out to approach the academic's role as multiple and unstable subject positions , under constant definition and re-negotiation through interactions with stakeholders. Similarly, Dagg and Haugaard (2016, p. 398) state that subject positions “are different from social roles in that they are the product of interaction”. As such, subject positions reflect continuous exercise of power, involving unavoidable tensions and conflict, and may evoke resistance (Harklau and Norwood, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Chosen, trusted and disillusioned – an autoethnographic account of university–society collaboration from an academic's point

Nylén

2022

QROM

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PurposeThe purpose of this paper is to understand the dynamic and power-laden nature of university–society collaboration from the individual academic's point of view.Design/methodology/approachThis paper applies an autoethnographic approach in following a specific collaboration process through detailed fieldnotes and continuous reflections.FindingsThis research presents university–society collaboration as an emergent, volatile and fairly unpredictable process, involving a multitude of actors on both sides. The interactions among actors shape the emerging process and power relationships. The academic's situation could be understood in terms of multiple and shifting subject positions that could be embraced, accepted, resisted or surrendered to by the academic.Practical implicationsThese findings may help academics with own experiences of collaboration to shed light on their observations. Novice academics, interested in collaborating with society, should be aware of the possibility of tensions and exercise of power in interactions with societal actors. When setting up collaboration agreements, academic and societal actors are advised to openly discuss potential problems and how to handle those.Originality/valueThis unique, in-depth testimony of a single collaboration process from the individual academic's point of view uncovers previously unobserved dynamic and political attributes of the process.

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“…Thus, positions are realities socially constructed and negotiated in particular contexts. As argued by Dagg and Haugaard (2016), what constitutes subject positions as meaningful is a "ring of reference" (Barnes, 1988) of social actors. In our case these social actors are the various supervisors, editors, reviewers or other relevant others who decide whether the writer can pass as scholarly appropriate to the particular situation.…”

Section: Subjectivity and Agencymentioning

confidence: 99%

Becoming a scholar by publication – PhD students citing in interdisciplinary argumentation

Gullbekk

Byström

2019

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Purpose-The purpose of this paper is to analyse scholarly subjectivity in the context of citation practices in interdisciplinary PhD research. Design/methodology/approach-The paper provides an analysis of longitudinal series of qualitative interviews with PhD students who write scholarly articles as dissertation components. Conceptualizations of subjectivity within practice theories form the basis for the analysis. Findings-Scholarly argumentation entails a rhetorical paradox of "bringing something new" to the communication while at the same time "establishing a common ground" with an audience. By enacting this paradox through citing in an emerging interdisciplinary setting, the informants negotiate subject positions in different modes of identification across the involved disciplines. In an emerging interdisciplinary field, the articulation of scholarly subjectivity is a joint open-ended achievement demanding knowledgeability in multiple disciplinary understandings and conducts. However, identifications that are expressible within the informants' local site, i.e. interactions with supervisors, other seniors and peers, are not always expressible when negotiating subject positions with journals. Originality/value-This paper contributes to research on citation practices in emerging interdisciplinary fields. By linking the enactment of citing in scholarly writing to the negotiation of subject positions, the paper provides new insights about the complexities involved in becoming a scholar.

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The performance of subject positions, power, and identity: a case of refugee recognition

Cited by 12 publications

References 13 publications

Therapeutic relationships in aphasia rehabilitation: Using sociological theories to promote critical reflexivity

Therapeutic relationships in aphasia rehabilitation: Using sociological theories to promote critical reflexivity

Chosen, trusted and disillusioned – an autoethnographic account of university–society collaboration from an academic's point

Becoming a scholar by publication – PhD students citing in interdisciplinary argumentation

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