Women in the Field: Positioning, Troubling, and (Em)Bodying Researcher Identities in International and Comparative Education

Autor/in	Johnson, Ane Turner
Titel	Women in the Field: Positioning, Troubling, and (Em)Bodying Researcher Identities in International and Comparative Education
Quelle	In: Research in Comparative and International Education, 13 (2018) 4, S. 516-533Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918807031
Schlagwörter	Forschungsbericht; Educational Research; Educational Researchers; Females; Field Studies; International Education; Comparative Education; Self Concept; Sexual Identity; Attitudes; Sex Role; Norms; Cultural Context; Professional Identity + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Weibliches Geschlecht; Praxisforschung; Internationale Erziehung; Vergleichende Erziehungswissenschaft; Selbstkonzept; Geschlechtsidentität; Sexuelle Identität; Attitude; Einstellung; Verhalten; Geschlechterrolle; Normwert
Abstract	In this paper, I consider not only issues associated with the positionality of the researcher in international and comparative education fieldwork, but also how the researcher's gender intercedes and intersects with position. Using heuristic research methods, specifically (self-)dialogue and the collection of research manuscripts, I explored how women researchers describe their experiences conducting international fieldwork and how they position their work as insiders/outsiders. Findings suggest that women struggled less with their insider/outsider stance than they did with a researcher/practitioner stance. Additionally, women spoke of gender as being associated with their bodies, perceptions of their bodies by participants and others, and how this positioned them in the field. Important, challenging questions emerged related to how we train women researchers, the homogeneity of the field of international and comparative education, and using gender norms to gain access to participants. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01