Introduction to Section 2: Power, Positionality, and Identity in Practitioner Research

In contemporary education, practitioner research increasingly demands that educators grapple with questions of identity, positionality, and power. As teachers step into the dual role of practitioner and researcher, they find themselves moving between spaces – simultaneously insiders and critical observers of their own practice. This shifting identity offers unique opportunities for deeper engagement, authentic inquiry, and transformative professional development, but it also brings challenges that require careful negotiation. Section 2 explores how practitioner-researchers navigate these tensions, highlighting how insider status, intersectionality, and reflexivity shape both research processes and outcomes.

Throughout these chapters, a common thread emerges: the practitioner-researcher is not a neutral presence. Rather, their lived experiences, professional histories, and social identities deeply influence how they interact with participants, construct knowledge, and challenge power dynamics. Rebekah Gear and Tazreen Kassim-Lowe reflect on this complexity, offering insights into the ‘in-between’ space occupied by those who straddle education and research. Their chapter explores how recursive, evolving identities affect belonging and credibility in both fields. They show that embracing this fluid identity is not a weakness but a powerful stance – one that can foster more meaningful engagement with both peers and the communities they serve.