Positionality

MHST 631, Unit 1 Learning Activity 3

This week, both the terms positionality and reflexivity are new to me. Which, after reviewing and reflecting on the learning resources is insight into my own positionality. Positionality is the way an individual perceives and views the world, based on fixed (e.g. skin-colour or race) and contextual factors (e.g. life experience, political views) (Holmes, 2020). Reflexivity is the act of reflection and acknowledgement of these positions of advantage and disadvantage (Holmes, 2020). There are a variety of strategies that clinicians and health profession students may foster reflexivity, including experiential learning, critical reflection such as reflective writing, and facilitated conversation (Landy et al., 2016). One thing that stood out to me about these concepts is that a researcher's reflexivity changes as more experiences are had, so it is valuable for practitioners to make reflexivity a continuous practice as it can influence various elements of qualitative research (Holmes, 2020).

In the practice of reflexivity, here my positionality statement as I begin MHST 631:

My name is Kylie, and as a white, cisgender, middle-class, and university-educated health promotion student, I recognize that my positionality shapes my perspectives and interactions in the field of health promotion. I acknowledge that my background affords me with certain privileges, such as access to resources, education, and opportunities, that may not be available to all individuals, especially those from marginalized communities. I strive to ground my learning of health promotion foundations with an awareness of these disparities and am dedicated to spotlight the experiences of individuals from diverse and underserved backgrounds. I commit to learning and listening with humility, participate in critical self-reflection, and challenge my own biases in order to foster more inclusive and equitable health outcomes for all populations.

References

Holmes, A. G. D. (2020). Researcher Positionality -- A Consideration of Its Influence and Place in Qualitative Research -- A New Researcher Guide. Shanlax International Journal of Education, 8(4), 1–10.

Rachel Landy, Cathy Cameron, Anson Au, Debra Cameron, Kelly K. O’Brien, Katherine Robrigado, Larry Baxter, Lynn Cockburn, Shawna O’Hearn, Brent Oliver, & Stephanie Nixon. (2016). Educational Strategies to Enhance Reflexivity Among Clinicians and Health Professional Students: A Scoping Study. Forum: Qualitative Social Research, 17(3).