In danger of going native? Juggling the roles of participant and observer when researching North-South study visits Helen Griffiths, University of Exeter, UK. AAG conference April 14 th – 19 th 2010 Washington 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 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: 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 Exeter3

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, an environmental 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 Exeter4

Learning from informal experiences: cooking Benachin UK-Gambian colleagues sharing ideas during joint conference Learning from formal experiences: beach replenishment scheme 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 Im 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