NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ892097
Record Type: Journal
Publication Date: 2010-Jun
Pages: 17
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1745-7823
Preserving a Space for Cross-Cultural Collaborations: An Account of Insider/Outsider Issues
Webster, Joan Parker; John, Theresa Arevgaq
Ethnography and Education, v5 n2 p175-191 Jun 2010
This paper focuses on the notions of insider and outsider and these positions as they are situated in and out of the established western academic tradition, and the associated ethical, epistemological and methodological concerns, specifically as relates to both our independent and collaborative research "with"("in") Alaska Native Yup'ik communities. The paper begins with a brief discussion of traditional views of the dualistic notion of insider/outsider in ethnographic research, which is juxtaposed with tensions existing between traditional views of insider/outsider and the views of Indigenous ethnographers conducting research among Indigenous populations. Using examples taken from our independent and collaborative research data and transcripts from our Independent Study discussions, we map the paths taken in reconstructing a dualistic view of insider/outsider, western/indigenous, knowledge creator/knowledge receiver. Drawing on Habermas' theory of communicative action, Vygotsky's sociocultural theory of language and learning and Indigenous approaches to decolonising research methodologies, we take first steps to open a dialogue that reconceptualises what it means to participate in collaborative research, working the hyphen with(in) the contact zone. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A