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De opmerking zal ongetwijfeld relativering behoeven, maar geeft toch wel het inhoudelijk belang van dit nummer weer. Dit redactioneel is een mooie gelegenheid om positionaliteit nader te beschouwen. Positionaliteit is eigen aan kwalitatief onderzoek, en als zodanig is het een interessante invalshoek om de diverse bijdragen in dit nummer met elkaar te verbinden. Als je positionaliteit googelt, kom je veelal bij twee soorten benaderingen uit. In een eerste definitie-even snel van het internet geplukt-laat het begrip zien 'dat wie je bent, bepaalt wat je weet over de wereld' (Roseval 2023). We zouden deze benadering de standpunttheorie van positionaliteit kunnen noemen. Een tweede eveneens snel gevonden definitie rept van 'de relatieve sociale, culturele en politieke locatie [van een onderzoeker, red.] tot een andere persoon in een specifieke context' (IGI Global 2023). Deze benadering zouden we de contexttheorie van positionaliteit kunnen noemen. Het gaat mij hier niet om de definitiekwestie, en evenmin om een demarcatie van de twee perspectieven. Van belang is de attenderende waarde van standpunt-en contexttheorie. Ze hoeven elkaar niet uit te sluiten, maar tussen de twee benaderingen kan wel een spanning bestaan.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Positionaliteit in kwalitatief onderzoek","attachmentId":113860327,"attachmentType":"pdf","work_url":"https://www.academia.edu/118171705/Positionaliteit_in_kwalitatief_onderzoek","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/118171705/Positionaliteit_in_kwalitatief_onderzoek"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="127580792" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/127580792/Een_draagvlak_voor_trage_wetenschap">Een draagvlak voor trage wetenschap?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9072293" href="https://ceps.academia.edu/TimCassiers">Tim Cassiers</a></div><p class="ds-related-work--metadata ds2-5-body-xs">AGORA Magazine, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Slow science won het voorbije jaar momentum in de Belgische academische wereld. De beweging is een tegenreactie op de publicatie 'rat race' en vraagt dat wetenschappers (weer) tijd nemen én krijgen om te onderzoeken en na te denken. Slow science ziet de publicatiedruk als een symptoom van de vermarkting van de universiteiten, en wil een moment van debat over de plaats van wetenschap in de maatschappij. AGORA wilde weten waar de slow science beweging in België nu staat. We nodigden twee onderzoekers uit om hier hun licht op te laten schijnen. Ben Derudder en Nick Schuermans discussieerden enkele jaren geleden in het tijdschrift 'Area' over de dominantie van het Web of Science in het wetenschapsbedrijf. We vroegen hen of slow science iets op gang bracht dat een nieuw licht doet schijnen op die discussie. Huidige protestbewegingen Schuermans: "Laat mij duidelijk zijn. Ik wil niet voorkomen als de kleinzoon, laat staan één van de vaders van slow science. Eerder raakte ik na mijn doctoraat -toen het mij duidelijk werd dat ik verder wilde gaan in de academische wereld -zoals velen een beetje gewrongen tussen enerzijds wat ik moet doen in functie van mijn academische carrière en anderzijds wat ik graag zou willen doen als wetenschapper om bij te dragen aan de samenleving. Van daaruit voelde ik een zekere verbondenheid met de slow science beweging. Deze zet hieromtrent een aantal principes uit, die voor mij grotendeels weerspiegelen wat wetenschap zou moeten betekenen in de maatschappij. Dus heb ik het manifest ondertekend, en met plezier deelgenomen aan de debatten die hier verder op ingingen. Maar de laatste tijd heb ik het gevoel dat slow science wat is afgekabbeld. De principes zijn neergelegd, maar verder gebeurt er vanuit de beweging zelf niet veel meer. Tegelijk zijn de ideeën van slow science nu ook meer mainstream geworden. Er is bijvoorbeeld Rik Torfs [rector KU Leuven] die naar de beweging verwees aan het begin van het huidig academiejaar. Het debat is dus nu minder vrijblijvend; er moeten concrete eisen op tafel komen. Daar verwacht ik veel van de Actiegroep Hoger Onderwijs." Derudder: "De Actiegroep Hoger Onderwijs is inderdaad een stuk concreter. Waar ik bij slow science wel ergens de verzuchtingen begreep, kon ik mij eerder moeilijk vinden in de principes die van daaruit werden uitgezet. Bij de Actiegroep Hoger Onderwijs ligt dat anders. Die ademt misschien nog wel de geest van slow science uit, maar vermijdt een fundamentele discussie over de rol van wetenschap in de maatschappij. Een debat over deze rol is misschien wel wenselijk, maar ik vrees dat dit weinig zaken zal opleveren waar iedereen het over eens kan zijn. De Actiegroep Hoger Onderwijs focust voornamelijk op hoe het personeelsbeleid wordt gevoerd. De druk op onderzoekers is enorm hoog, zowel in functie van de individuele carrièremogelijkheden, als door de eisen vanuit de faculteiten. Zij kaarten dit aan en vertalen het in concrete eisen. Dat slaat aan. 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(2002), Voorbereidende studie voor het oprichten van een observatiesysteem van het kaderpersoneel (Etude préliminaire à la mise en place d&#x27;un observatoire des cadres), HIVA-KULeuven/TEF-ULB, Leu-ven/Brussel, 209 p.1</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Kaderleden, situering en positionering van een werknemersgroep","attachmentId":113863983,"attachmentType":"pdf","work_url":"https://www.academia.edu/118102931/Kaderleden_situering_en_positionering_van_een_werknemersgroep","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/118102931/Kaderleden_situering_en_positionering_van_een_werknemersgroep"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="123578797" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/123578797/De_school_van_de_ongelijkheid_Perstekst_7_september_2007">De school van de ongelijkheid. Perstekst 7 september 2007</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="319941890" href="https://independent.academia.edu/DirkDeZutter">Dirk De Zutter</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2007</p><p class="ds-related-work--abstract ds2-5-body-sm">In de kennissamenleving verschuift de rol van 'herverdeler van kansen' steeds meer van de sociale zekerheid en het arbeidsmarktbeleid naar het onderwijs. Dit laatste is potentieel de krachtigste hefboom voor sociale integratie van achtergestelde groepen. Tegelijk is het in zijn huidige organisatie ook de instelling bij uitstek die bijdraagt tot de reproductie van sociale ongelijkheden van generatie op generatie. In "De school van de ongelijkheid" gaan Hirtt, Nicaise en De Zutter op zoek gaan naar de mechanismen die, in het Vlaanderen van vandaag, de reproductie van ongelijkheden naar sociale en etnische afkomst in stand houden. Ze tonen aan dat die mechanismen het gevolg zijn van min of meer bewuste maatschappijkeuzen. Niet onwetendheid, maar de gevestigde belangen en politiek verzet van bepaalde groepen staan verdere hervormingen in de weg. De wetenschappelijke analyse van de oorzaken van sociale reproductie is zo ver gevorderd, dat de recepten voor een rechtvaardiger en tegelijk effectiever en succesvoller systeem klaar liggen. Maar niet iedereen is overtuigd van deze recepten, of niet iedereen heeft er evenveel baat bij. Het komt er dus op aan het maatschappelijke debat over een meer democratisch onderwijssysteem te stofferen met analyses en voorstellen, en het debat aan te zwengelen. Nico Hirtt is leerkracht en oprichter van 'Oproep voor een democratische school' Prof. Ides Nicaise is hoofd van de HIVA-onderzoeksgroep Onderwijs en Levenslang Leren en hoofddocent aan de K.U.Leuven Dirk De Zutter is vrijgestelde bij de Christelijke Onderwijs Centrale (COC) als begeleider van lokale inspraakorganen en ex-leerkracht De auteurs zijn beschikbaar voor conferenties, debatten, interviews. U kunt hen rechtstreeks contacteren:</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"De school van de ongelijkheid. 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