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In danger of ‘going native’?Juggling the roles of participant and observer
when researching North-South study visits
Helen Griffiths, University of Exeter, [email protected]
AAG conference April 14th – 19th 2010Washington DC
Global Partnerships as Sites for Mutual Learning: teachers’ professional development through study visit courses
• Three year ESRC-funded project based at the Graduate School of Education, University of Exeter.
• October 2009- September 2012• Investigating two global partnerships between the UK –
Gambia and UK – India• Teachers’ learning and professional development
through North-South study visit courses• Intercultural research team• Project website: http://education.exeter.ac.uk/gpml
2Dr Helen Griffiths, University of Exeter
Gambia Study Visit Course
• Tide~ Global Learning, UK – NEA, Gambia• Nine month study visit course with week
long visit to The Gambia.• Experienced primary teachers and
educators- diverse group• Mutual learning and working in
partnership• Joint fieldwork/ conference between UK
and Gambian teachers
Dr Helen Griffiths, University of Exeter 3
Mutual Learning
This North-South partnership is very unique. It is not a matter of one part giving and the other receiving. It 's a give-give, receive-receive mutual exchange between organisations,
individuals and agencies, and in a sense is a model for sustainable development and bridging North-South...
All partners contribute equally as nations, organisations,individuals. We have learnt a lot at an educational level, anenvironmental level, even a cultural diversity level. It is very
important and we would nurture it at any cost.
Ndey Bakurin, NEA
Dr Helen Griffiths, University of Exeter 4
Learning from informal experiences: cooking BenachinLearning from informal experiences: cooking BenachinUK-Gambian
colleagues sharing ideas during joint conference
UK-Gambian colleagues sharing ideas during joint conference
Learning from formal experiences: beach replenishment schemeLearning from formal experiences: beach replenishment scheme
UK-UK group learning: follow up session on using photographs in the classroom
UK-UK group learning: follow up session on using photographs in the classroom
My role as participant observer
• Dual roles of participant observer on Tide~ course• Examine what teachers learn from the study visit
course about global and development issues. • In-depth research with five participants : series of
interviews• Theoretical perspectives underpinning research:
postcolonial theory, intercultural learning and displacement spaces
• My own learning journey, mirroring that of participants
6Dr Helen Griffiths, University of Exeter
Juggling the roles of participant & observer
• Participant observation: an oxymoron?• Insider vs. outsider• Helen as ‘researcher’ vs. Helen as ‘participant’- hard
to separate/ blurry• Authenticity: what can I offer the group?• ‘Going native’? recognition and awareness of multi-
positioned (and repositioned) identity (Fuller, 1999).
7Dr Helen Griffiths, University of Exeter
Benefits and challenges
• Informal and formal experiences/ learning• Building up trust• Participant Observation vs. Interviews• What people say they do vs. what they do in
practice (Cloke et al., 2004)• Tiring: emotionally, physically and mentally!• Switching off• Holding back- intervention vs. participation• Confidentiality
8Dr Helen Griffiths, University of Exeter
Power relations
• Between me as ‘researcher’ and UK group• Between me as UK ‘participant’ and Gambian
colleagues• Participant with ‘special privileges’• Academic as ‘expert’• White persons’ privilege
9Dr Helen Griffiths, University of Exeter
Positionality and reflexivity
• Include where I’m coming from: previous baggage• ‘Danger of a single story’, YouTube video by
Chimamanda Adichie• Reflection- as a researcher and as a participant on
the Tide~ course• Research diary/Learning journal• Meta reflection
10Dr Helen Griffiths, University of Exeter
Some lessons to take forward
• The more I participate, the more I can get out of the experience in terms of research and personal learning.
• Being open to uncomfortable experiences, having world views challenges/ troubled.
• Judging vs. Challenging opinions
11Dr Helen Griffiths, University of Exeter
