1,269
Views
0
CrossRef citations to date
0
Altmetric
Articles

From fried egg to mashed potato and lentils: navigating positionalities in ethnographic research in a global south context

ORCID Icon
Pages 408-420 | Received 06 Feb 2022, Accepted 16 Jan 2023, Published online: 28 Feb 2023

References

  • Adelman, C., Adelman, C., and Walker, R., 1976. A guide to classroom observation. London: Routledge.
  • Adu-Ampong, E.A., and Adams, E.A., 2020. “But you are also Ghanaian, you should know”: negotiating the insider–outsider research positionality in the fieldwork encounter. Qualitative Inquiry, 26 (6), 583–592.
  • Anthias, F., 2002. Where do I belong? Narrating collective identity and translocational positionality. Ethnicities, 2 (4), 491–514.
  • Archer, M.S., and Archer, M.S., 2003. Structure, agency and the internal conversation. Cambridge: Cambridge University Press.
  • Arthur, L., 2010. Insider-outsider perspectives in comparative education. Paper presented at the Seminar Presentation at the Research Centre for International and Comparative Studies.
  • Atkinson, P., 2007. Ethnography: principles in practice. London: Routledge.
  • Barnes, G.-J., 2021. Researcher positionality: the liquid inbetweener. PRACTICE, 1–8. DOI:10.1080/25783858.2021.1968280.
  • BERA (British Educational Research Association). 2018. Ethical guidelines for educational research. 4th ed. London. Available from: https://www.bera.ac.uk/wp-content/ uploads/2018/06/BERA-Ethical-Guidelines-for-Educational-Research_4thEdn_2018.pdf?nored irect = 1.
  • Berger, R., 2015. Now I see it, now I don’t: researcher’s position and reflexivity in qualitative research. Qualitative Research, 15 (2), 219–234.
  • Bernstein, B., 1964. Elaborated and restricted codes: their social origins and some consequences. American Anthropologist, 66 (6), 55–69.
  • Bettez, S.C., 2015. Navigating the complexity of qualitative research in postmodern contexts: assemblage, critical reflexivity, and communion as guides. International Journal of Qualitative Studies in Education, 28 (8), 932–954.
  • Bhaskar, R., 2013. A realist theory of science. London: Routledge.
  • Bonner, A., and Tolhurst, G., 2002. Insider-outsider perspectives of participant observation. Nurse Researcher (Through 2013), 9 (4), 7.
  • Bossert, S., Stubbs, M., and Delamont, S., 1977. Review of explorations in classroom observation. American Educational Research Journal, 14 (2), 180–181. doi:10.2307/1162711.
  • Bourdieu, P., 1990. Structures, habitus, practices. In The logic of practice, edited by Pierre Bourdieu, 52–65. California: Stanford University Press.
  • Bradbury-Jones, C., 2007. Enhancing rigour in qualitative health research: exploring subjectivity through Peshkin's I's. Journal of Advanced Nursing, 59 (3), 290–298.
  • Cho, S., and Yi, Y., 2019. Intersecting identities and positionality of US-based transnational researchers in second language studies. International Journal of Research & Method in Education, 42 (4), 414–427.
  • Collins, P.H., and Bilge, S., 2020. Intersectionality. Cambridge: Wiley and Sons.
  • Collinson, V., and Cook, T.F., 2001. “I don’t have enough time”-teachers’ interpretations of time as a key to learning and school change. Journal of Educational Administration, 39 (3), 266–281.
  • Delamont, S., 1975. Participant observation and educational anthropology. Research Intelligence, 1 (1), 13–21. NOT REFERRED TO IN MAIN PAPER (Inserted in page 5).
  • Delph-Janiurek, T., 2001. (Un) consensual conversations: betweenness,‘material access’, laughter and reflexivity in research. Area, 33 (4), 414–421.
  • DiAngelo, R., and Sensoy, Ö., 2009. “We don't want your opinion”: knowledge construction and the discourse of opinion in the equity classroom. Equity & Excellence in Education, 42 (4), 443–455.
  • Duff, P.A., 2002. The discursive co-construction of knowledge, identity, and difference: an ethnography of communication in the high school mainstream. Applied Linguistics, 23 (3), 289–322.
  • Fullan, M.G., and Miles, M.B., 1992. Getting reform right: what works and what doesn't. Phi Delta Kappan, 73 (10), 745–752.
  • Gerrish, K., 1997. Being a'marginal native': dilemmas of the participant observer. Nurse Researcher, 5 (1), 25–34.
  • Hammersley, M., 2006. Ethnography: problems and prospects. Ethnography and Education, 1 (1), 3–14. (This was taken off during the revision).
  • Hellawell, D., 2006. Inside–out: analysis of the insider–outsider concept as a heuristic device to develop reflexivity in students doing qualitative research. Teaching in Higher Education, 11 (4), 483–494.
  • Jimenez, A., Abbott, P., and Dasuki, S., 2021. In-betweenness in ICT4D research: critically examining the role of the researcher. European Journal of Information Systems 31 (1): 1–15.
  • Kaidesoja, T., 2009. The concept of social structure in roy bhaskar’s critical realism. JyväskyläStudies in Education, Psychology and Social Research 376, University of Jyväskylä.
  • Kanuha, V.K., 2000. “Being” native versus “going native”: conducting social work research as an insider. Social Work, 45 (5), 439–447.
  • Krauss, K.E., 2018. A confessional account of community entry: doing critically reflexive ICT4D work in a deep rural community in South Africa. Information Technology for Development, 24 (3), 482–510.
  • McGinity, R., 2012. Exploring the complexities of researcher identity in a school based ethnography. Reflective Practice, 13 (6), 761–773. (Taken off during revisions).
  • Measor, L., and Woods, P., 1984. Changing schools: pupil perspectives on transfer to a comprehensive. Milton Keynes: Open University Press.
  • Milligan, L., 2016. Insider-outsider-inbetweener? Researcher positioning, participative methods and cross-cultural educational research. Compare: A Journal of Comparative and International Education, 46 (2), 235–250.
  • Mullings, B., 1999. Insider or outsider, both or neither: some dilemmas of interviewing in a cross-cultural setting. Geoforum; Journal of Physical, Human, and Regional Geosciences, 30 (4), 337–350.
  • Nakata, Y., 2015. Insider–outsider perspective: revisiting the conceptual framework of research methodology in language teacher education. International Journal of Research & Method in Education, 38 (2), 166–183.
  • Naples, N.A., 1996. A feminist revisiting of the insider/outsider debate: The “outsider phenomenon” in rural Iowa. Qualitative Sociology, 19 (1), 83–106.
  • Palaganas, E.C., et al., 2017. Reflexivity in qualitative research: A journey of learning. Qualitative Report, 22 (2): 426–438.
  • Pawson, R., 2013. The science of evaluation: a realist manifesto. London: Sage.
  • Raghuram, P., Noxolo, P., and Madge, C., 2014. Rising Asia and postcolonial geography. Singapore Journal of Tropical Geography, 35 (1), 119–135.
  • Rahman, M.S., 2020. Unexplored areas of teacher collaboration: evidence from a Bangladeshi rural primary school. Milton Keynes: The Open University.
  • Sala-Bubaré, A., et al., 2022. Early career researchers making sense of their research experiences: a cross-role and cross-national analysis. Compare: A Journal of Comparative and International Education, 52 (5), 748–767.
  • Scott, D., 2005. Critical realism and empirical research methods in education. Journal of Philosophy of Education, 39 (4), 633–646. (Taken off during revisions).
  • Smith, L.T., 2021. Decolonizing methodologies: research and indigenous peoples. London: Bloomsbury Publishing.
  • Srivastava, P., 2006. Reconciling multiple researcher positionalities and languages in international research. Research in Comparative and International Education, 1 (3), 210–222.
  • Sultana, F., 2007. Reflexivity, positionality and participatory ethics: negotiating fieldwork dilemmas in international research. ACME: An International Journal for Critical Geographies, 6 (3), 374–385.
  • Thomson, P., and Gunter, H., 2011. Inside, outside, upside down: The fluidity of academic researcher ‘identity’in working with/in school. International Journal of Research & Method in Education, 34 (1), 17–30.
  • Tikly, L., 2015. What works, for whom, and in what circumstances? Towards a critical realist understanding of learning in international and comparative education. International Journal of Educational Development, 40, 237–249.
  • Trahan, A., 2011. Qualitative research and intersectionality. Critical Criminology, 19 (1), 1–14.
  • UNESCO, 2015. Education for all global monitoring report: policy paper, Paris.
  • Vass, G., 2017. Getting inside the insider researcher: does race-symmetry help or hinder research? International Journal of Research & Method in Education, 40 (2), 137–153.
  • Walford, G. 2011. “The Oxford Ethnography Conference: a place in history?” Ethnography and Education 6 (2): 133–145.
  • Walker, R., and Adelman, C., 1976. A guide to classroom observation. London: Methuen.
  • Woods, P., 1986. Inside schools: ethnography in schools. London: Routledge.
  • Wragg, E.C., Stubbs, M., and Delamont, S., 1978. Review of explorations in classroom observation British. Journal of Educational Studies, 26 (2): 197–19910.2307/3120099.
  • Young, M.W., 2017. The ethnography of Malinowski: The Trobriand Islands 1915-18. London: Routledge.