Edge Hill University<\/p>\n\n\n\n
This paper examines my reflections on the fluid nature of my positionality as an outsider during my doctoral research within a primary academy in the North-West of England. Drawing on my ethnographic study which explored teachers\u2019 work in order to capture the changing nature of teacher professionalism in an academy, I examine the researcher\u2019s role and place it within the researched world.<\/p>\n\n\n\n
Through observations, interviews, and reflective field notes, I consider the ways in which positionality influences access to participants, the process of data collection and an ability to capture and interpret research participants\u2019 lived experiences. Framing my discussion within the concept of reflexivity, I argue that research is not only a means of generating knowledge but also a powerful tool for self-discovery. My reflections underscore the complexities of researcher subjectivity and the ethical considerations inherent in qualitative inquiry. Ultimately, this paper contributes to discussions on positionality in ethnographic research, offering insights into the ways researchers navigate power dynamics, rapport-building, and self-awareness in the field.\u00a0<\/p>\n\n\n\n