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 language | English |
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Pages (from-to) | 235-250 |
Number of pages | 16 |
Journal | Compare |
Volume | 46 |
Issue number | 2 |
Early online date | 26 Jun 2014 |
DOIs | |
Publication status | Published - 1 Mar 2016 |