Building a case for inclusive ways of knowing through a case study of a cross-cultural research project of out-of-school girls in Zimbabwe: practitioners’ perspectives.

Chamberlain, Liz; Buckler, Alison and Mkwananzi, Faith (2021). Building a case for inclusive ways of knowing through a case study of a cross-cultural research project of out-of-school girls in Zimbabwe: practitioners’ perspectives. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education. London: Routledge, pp. 27–39.

DOI: https://doi.org/10.4324/9781003094722-3

Abstract

The starting point for this chapter is the need for more open and honest debates around possibilities for, and limitations of, researching with ‘excluded’ groups and what this means for researchers and practitioners, particularly when working cross-culturally. The research study shared in this chapter positions children and young people as experts in their own lives; as such, their perspectives should be valued through a process of intentional ethical and authentic engagement. When researchers work with children and young people in different countries and in cross-cultural research contexts these processes require greater consideration on both practical and conceptual levels. The considerations involve acknowledging and valuing the diverse cultural backgrounds and sometimes adverse experiences of each of the young people. For an inclusive project such as the one shared in this chapter aspired to be, navigating these individual and cultural differences was imperative in fostering an environment for rapport and trust building. The chapter highlights both the personal and professional responsibilities which the transnational team committed to in the research to be as inclusive as possible and aim to fill the knowledge gap around girls’ future aspirations.

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