Comparative and International Learning from Vanuatu Research Moratoria: A Plurilevel, Plurilocal Researcher's Auto-Ethnography

Autor/in	McCormick, Alexandra
Titel	Comparative and International Learning from Vanuatu Research Moratoria: A Plurilevel, Plurilocal Researcher's Auto-Ethnography
Quelle	In: International Education Journal: Comparative Perspectives, 16 (2017) 1, S.78-92 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Ethnography; Comparative Education; Foreign Countries; Global Approach; Foreign Nationals; Researchers; Ethics; Politics; Self Concept; Professional Identity; Financial Support; Discourse Analysis; Ownership; Multilingualism; International Education; Governance; Policy Analysis; Indigenous Populations; Vanuatu; Australia + Suchen Sie Ihr Suchwort? Ethnografie; Vergleichende Erziehungswissenschaft; Ausland; Globales Denken; Ausländer; Ausländerin; Researcher; Forscher; Ethik; Politik; Selbstkonzept; Finanzielle Förderung; Diskursanalyse; Eigentum; Mehrsprachigkeit; Multilingualismus; Internationale Erziehung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politikfeldanalyse; Sinti und Roma; Australien
Abstract	In this article, I offer a reflexive auto-ethnography to revisit questions about knowledge and research practices in international contexts, influenced differently by aspects of globalization. Specifically, I position my experience of the Vanuatu research moratorium on "foreign" researchers of 2013/2014 as a lynchpin to analyse and contribute to long-standing, recently revived debates about ethics in research, the politics of international comparisons, and their relationships with traditional knowledge. I base analysis primarily on my plurilevel research and experiences in parts of Vanuatu, in Australia and in our shared South Pacific sub-region in global context between 2008 and 2016, and on my plurilocal personal and researcher identity. In these spaces, the salience of postcolonial identities--with those already allocated, perceived, or shared--has long been tied to different actors' research aims, application, conduct, and funding. Lenses of critical globalization and postcolonial theories and critical discourse analysis have informed my research to date and, in undertaking this auto-ethnography, I confront current limits and possibilities in these. One aim is to shed light on how we might extend understanding and enactment of inter-related practices of ownership, production, and uses of knowledge situated within decolonizing discourses and more rapidly changing, integrated education and research contexts. I explore how understanding these dimensions can contribute to strengthening our understandings of and resulting approaches to knowledge production and sharing, which I see as the core work of research, research relationships and, ultimately, education and teaching. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://openjournals.library.usyd.edu.au/index.php/IEJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01