Reciprocity and visual methods in cross-cultural research with Cambodian schoolgirls

ABSTRACT

Secondary schoolgirls’ experiences of persisting at school in rural Cambodia were the focus of this study. The study worked with 43 schoolgirls from two state-run schools. This paper reflects on how reciprocity and visual methods enabled the work of hearing the schoolgirls’ voices across language and cultural barriers. Reciprocity was a central concern and took the form of collaborative knowledge building to establish trustworthiness, as well as various reciprocal acts that ‘gave back’ to those involved in the study. The use of visual methods, such as visual narratives, self-managed video interviews, and advice posters sought to mitigate power differentials, address language barriers, and recognise schoolgirls as experts in girls’ education. The paper discusses the advantages and constraints of this innovative approach, and proposes that cross-cultural research that provides girls with autonomy during the research process is necessary if those working with girls seek to valorise girls’ voices and experiences.

KEYWORDS:

• Art-based methods
• co-researchers
• reciprocity
• student voice

Acknowledgements

I wish to thank the NGO staff that provided valuable logistical support and advice during this study. In particular, I would like to thank my research assistant, Theary (not her real name) for her wisdom, support, and insight. I am also extremely grateful to Dr Vivienne Anderson and Dr Karen Nairn for their invaluable guidance and feedback.

Disclosure statement

No potential conflict of interest was reported by the author.