Framed within a musically enhanced self-inquiry (MESI) methodology and design, our study leverages the assets of reflexive visual data to further problematize the oversimplified and often essentialized characteristics found in the ubiquitous positionality statements now required in qualitative inquiry. Perhaps encouraged with good intentions, these statements often end up re-centering colonial privileges. We also demonstrate the ways multimodal methodologies support and enhance the sense-making and reflexive acts required to illustrate our complex academic positionalities in relation to the social categories assigned to us. Engaging in reflexivity through multimodalities can be a useful tool for education practitioners, counselors, educators, students to gain deeper insight.
