Helen Griffiths, University of Exeter, UK. h.g.griffiths@exeter.ac.uk

1. In danger of ‘going native’?Juggling the roles of participant and observer when researching North-South study visits Helen Griffiths, University of Exeter, UK. h.g.griffiths@exeter.ac.uk AAG conference April 14th – 19th 2010 Washington DC

2. 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 Dr Helen Griffiths, University of Exeter

3. 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

4. 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 Exeter

5. Learning from informal experiences: cooking Benachin UK-Gambian colleagues sharing ideas during joint conference UK-UK group learning: follow up session on using photographs in the classroom Learning from formal experiences: beach replenishment scheme

6. 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 Dr Helen Griffiths, University of Exeter

7. 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). Dr Helen Griffiths, University of Exeter

8. 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 Dr Helen Griffiths, University of Exeter

9. 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 Dr Helen Griffiths, University of Exeter

10. 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 Dr Helen Griffiths, University of Exeter

11. 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 Dr Helen Griffiths, University of Exeter