Positionality and Self-Reflexivity: Backyard Qualitative Research in Palestine

Autor/in	Snounu, Yasmin
Titel	Positionality and Self-Reflexivity: Backyard Qualitative Research in Palestine
Quelle	In: Research in Education, 111 (2021) 1, S.126-140 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Snounu, Yasmin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/00345237211034888
Schlagwörter	Higher Education; Foreign Countries; Ethnography; Academic Language; Physical Disabilities; Political Attitudes; Researchers; Arabs; Discourse Analysis; Disadvantaged; Conflict; Language Usage; College Faculty; Foreign Policy; Intergroup Relations; Palestine; Israel + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Ethnografie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Physical handicap; Körperbehinderung; Political attitude; Politische Einstellung; Researcher; Forscher; Arab; Araber; Diskursanalyse; Konflikt; Sprachgebrauch; Fakultät; Außenpolitik; Intergruppenbeziehungen; Palästina
Abstract	Conducting qualitative, critical ethnographical research on disability in Palestine requires deep self-reflexivity, exploring positionality while claiming authorship. As a Palestinian conducting backyard research, I explored ways to conceptualize disability in light of language and macro factors related to Israeli occupation practices. While conducting interviews and observing, I learned to appreciate the advantages of being an insider and an outsider, and to be aware of the disadvantages of being both. Positionality and self-reflexivity helped me focus on my participants' voices. Through exploring disability in Palestinian higher education, I realized I was not only the representative of the collective knowledge, but I was also reflecting on how my research was creating indigenous discourse and decolonizing methodologies that challenged being "politically" correct. This was especially true when using certain acceptable language and content in Western academic discourse. Positionality and reflection on my own feelings, as an outsider and an insider at the same time, were an essential part of the research, especially when participants were addressing questions on lived experiences, content, language, and concepts to use when describing macro and micro-related factors causing physical disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01