Decolonial perspectives on intercultural research in a study of educational inclusion in rural Cambodia

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jackie Ravet , Peter Mtika , Amy McFarlane , Catriona MacDonald , Bunlee Khun , Vandy Tep , Rany Sam , Hak Yoeng
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Abstract

This paper presents a critique of intercultural research in the context of a study of Educational Inclusion in Rural Schools in Cambodia undertaken by four U.K. researchers in partnership with four Cambodian researchers. Interculturality is an endeavour to recognise and engage with different ways of being and knowing across cultural boundaries and to address barriers to reciprocal understanding. This endeavour is a complex one and there is little research on the reality of intercultural research, especially in a Cambodian context. We therefore explored this reality within our own research team to address a gap in the literature. Our research question is: What are participants’ perceptions of interculturality based on their experiences of a 5-year research study in educational inclusion? Using a decolonial framework and decolonial methodologies, this paper presents the findings of a qualitative study that draws on questionnaire, research diary and interview data. We critically examine affordances and challenges relating to knowledge exchange, cultural differences, language/translation effects and research orthodoxies. We found that whilst our decolonial approach proved mutually beneficial, fostering co-construction and enhancing power-sharing, the quest for epistemic justice is inevitably constrained by powerful, Western research orthodoxies and funding conditionalities necessitating ongoing, joint reflexivity. The significance of the paper lies in the examination of the lived experiences of these affordances and challenges using a decolonial framework. The paper will be of relevance to international development researchers, international research funding agencies, international NGOs and others working in low and lower middle-income countries (LMICs) in the Global South.
柬埔寨农村教育全纳研究中跨文化研究的非殖民视角
本文以四名英国研究人员与四名柬埔寨研究人员合作开展的柬埔寨农村学校教育包容研究为背景,对跨文化研究进行了评论。跨文化性是一种努力,旨在认识和参与跨越文化界限的不同存在和认知方式,并消除相互理解的障碍。这项工作非常复杂,而有关跨文化研究现实的研究却很少,尤其是在柬埔寨的背景下。因此,我们在自己的研究团队中探讨了这一现实,以填补文献空白。我们的研究问题是:根据参与者在为期 5 年的全纳教育研究中的经历,他们对跨文化性有何看法?本文采用非殖民主义框架和非殖民主义方法,通过问卷调查、研究日记和访谈数据,介绍了一项定性研究的结果。我们批判性地审视了与知识交流、文化差异、语言/翻译效果和研究正统观念有关的能力和挑战。我们发现,虽然事实证明我们的非殖民方法对双方都有利,促进了共同建构并加强了权力共享,但对认识论正义的追求不可避免地受到强大的西方研究正统观念和资助条件的限制,这就要求我们不断进行联合反思。本文的意义在于利用一个非殖民主义框架,对这些能力和挑战的生活经验进行研究。本文将对国际发展研究人员、国际研究资助机构、国际非政府组织以及在全球南部低收入和中低收入国家(LMICs)工作的其他人员具有借鉴意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
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