Exploring the fluidity of relationships and methodology as an ‘insider’ action researcher

ABSTRACT

In this article, I explore the challenges of undertaking insider research as a Widening Participation university practitioner and positioning myself as lead researcher with three academic co-researchers. The action research process provided the fertile environment for our complex academic: non-academic relationships to shift into more equitable working relationships and for expertise to be attributed to the practitioner as well as the academic knowledge base. I was required to be responsive and agile throughout the research in order to adapt my vision for the research project from a participatory action research to a more pragmatic action research approach. This necessary shift had a significant impact on my understanding of the action research methodology and of the research project focus. While my self-perception at the outset is that of an outsider in collaboration with insiders, through the process of enacting the research with my colleagues, my position can be seen to move to insider in collaboration with other insiders.

KEYWORDS:

• Widening participation
• engagement
• participatory
• teaching
• knowledge
• insider

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Disadvantage is calculated by the Department for Education according to the number of pupils in receipt of free school meals.