‘Ethnographic dazzle’ and the construction of the ‘Other’: revisiting dimensions of insider and outsider research for international and comparative education

Abstract

AbstractThis paper presents some initial ideas on how the theoretical concepts of the 'insider' and the 'outsider' might be re-examined in an era where advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Earlier essentialist definitions of the outsider as detached and objective, and the insider as culturally embedded and subjective, are re-examined and set within an international research and teaching context that recognises the increased migration of people, ideas and educational policies. It is argued that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being 'inside' or 'outside' systems, professional communities or research environments. Such essentialist notions, which often underpin the production of large-scale, international datasets of pupil achievement, need to be challenged so that more complex understandings can inform not only new methods of research design, research ethics, data collection and analysis, but also the creation of new knowledge, giving more validity to related education policy making. We recognise that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw. The concept of a 'third', liminal space may have the potential to encourage new meaning which is constructed on the boundary between worlds where historical, social, cultural, political, ethical and individual understandings meet.Keywords: insider/outsidercomparative methodologyintercultural communicationcross-cultural understandingthe third space Acknowledgements This paper is a development of ideas presented to meetings of the inaugural BAICE Thematic Forum held at the University of Bristol in February 2012, and in launching a Symposium at the Annual BAICE Conference held at the University of Cambridge in September 2012. See BAICE.co.uk for further details.Notes1. Programme for International Student Assessment – launched by the OECD in 1997 it aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in reading, mathematics and science. To date, over 79 countries and economies have taken part.2. Trends in International Mathematics and Science Studies carried out by the International Association for the Evaluation of Educational Achievement (IEA).3. For more details about the BAICE Thematic Forum see the BAICE website (baice.ac.uk).