Revisioning: Positioning of a parent, student, and researcher in response to classroom context

This reflection on a study is grounded in a revisioning of one set of data from a longitudinal study of children who were prenatally exposed to crack/ cocaine. For this revisioning, positioning theory was used as a lens to rei nterpret the original data. As a result of this reanalysis, the varying pos itions of a foster mother (the child's biological grandmother), student (he r male foster child), and researcher are described. The classroom contexts that the child, experienced in preschool. kindergarten, and first grade are used as benchmarks for analysis. The results show that the foster mother m ost often positioned herself as a leader or expert, the child positioned hi mself as a successful student and the researcher was positioned by these tw o as a recipient of information.