Challenges faced by researchers when working with marginalised people

Dawadi, Saraswati (2022). Challenges faced by researchers when working with marginalised people. ReMaLIC Blog, The Open University.



A recent surge in the use of technology in education is deemed to have a positive impact on how students learn, and teachers are enabled to achieve pedagogical change. However, differential access to technologies, along geographic (rural/urban), socio-economic (rich/poor) and gender divides, is well documented (Soomro et al., 2020; Shreshta, et al. 2021; Dawadi et al., 2020), hence not everyone can reap the benefits. Furthermore, studies on marginalised children’s and their parents’ and teachers’ experiences of using technology for student learning are conspicuously absent. ReMaLIC aims to fill this gap in research. It looks at the roles of technology and the English language in promoting or reducing marginalisation from marginalisedpeople’s perspectives, giving them a voice rather than making assumptions about them.
ReMaLIC team members have visited different locations in the four countries involved in the project to collect experiences of the people that are hard to reach and/or are left behind. For instance, in Bangladesh, we studied marginalised communities in Banderban - one of the remotest parts of the country. In the context of Nepal, children from Thauru community and Squatter families were invited to take part in the study, and in Sudan, Nomadic and war displaced communities. However, we faced a number of challenges in working with marginalised people:

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