Insider-outsider-inbetweener? Researcher positioning, participative methods and cross-cultural educational research

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Abstract

This article reflects on the use of participative techniques with final-year secondary school students in one rural community in Western Kenya as an enabling tool for an outsider to both gain insider perspectives and develop a more insider role in that community by privileging and legitimating participant-driven data. Conclusions put forward the concept of the ‘inbetweener’ researcher, neither entirely inside or outside, and consider how using such methods allowed the formulation of authentic participative knowledge (co-)construction and construction of meaningful relationships in the field.
Original languageEnglish
Pages (from-to)235-250
Number of pages16
JournalCompare
Volume46
Issue number2
Early online date26 Jun 2014
DOIs
Publication statusPublished - 1 Mar 2016

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