ABSTRACT
This chapter introduces readers to the theoretical and conceptual history of Positioning Theory (PT) and some of its basic precepts. It explores common misconceptions and critiques of PT and describes some ways that language and literacy researchers have effectively used PT as a critical lens. The chapter focuses on theoretical work that draws upon "Positioning Theory" in contrast to all forms of positioning analysis or theory. Position or positioning is often used as a general metaphor in educational research, and scholars may draw upon various theoretical perspectives in the positioning analysis. The chapter describes a few exemplary studies that: use PT as a theoretical framework, not merely a metaphor; rely upon empirical data from a variety of sources and analyzed using various methodologies; and provide useful models for applying PT. It concludes with theoretical and methodological areas in need of further elaboration or development where literacy researchers can make significant contributions to PT.
