Ethics of Engagement and Insider-Outsider Perspectives: Issues and Dilemmas in Cross-Cultural Interpretation

Autor/inn/en	Dhillon, Jaswinder K.; Thomas, Nest
Titel	Ethics of Engagement and Insider-Outsider Perspectives: Issues and Dilemmas in Cross-Cultural Interpretation
Quelle	In: International Journal of Research & Method in Education, 42 (2019) 4, S.442-453 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dhillon, Jaswinder K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2018.1533939
Schlagwörter	Ethics; Qualitative Research; Research Methodology; Research Design; Data Interpretation; Researchers; Foreign Countries; Religious Cultural Groups; Interviews; Experimenter Characteristics; Interpersonal Relationship; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Ethik; Qualitative Forschung; Research method; Forschungsmethode; Forschungsdesign; Data evaluation; Datenauswertung; Researcher; Forscher; Ausland; Kirchliche Gruppe; Religionszugehörigkeit; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This article offers insights into the ethics of engagement and methodological issues and dilemmas in cross-cultural interpretation for researchers who are positioned at different points of the insider-outsider spectrum. The discussion uses examples from qualitative research with Sikh families in Britain and focuses on the design of the methodology and co-interpretation of data from in-depth interviews, both during the interactive data gathering phase and the post-interview analysis and interpretation phase. The researchers represent differing degrees of insider-outsiderness in relation to the British Sikh community; one is a cultural insider (a Sikh) whilst the other is an outsider (non-Sikh). In other respects they share a number of characteristics, including gender, a history of migration, bilingualism and living and teaching in superdiverse communities which all impact on the nature of their engagement with the research participants and with each other as co-researchers. Our reflexive analysis shows that established binary distinctions and polarities in research practice, such as insider/outsider, are inadequate for conceptualizing the fluidity and complexity of the ethics of engagement in co-researching. We argue that both theoretically and empirically a more nuanced conceptualization reflects the realities of multiple researcher positionalities, interpretations and power relations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01