Theme 1: Negotiating the Researcher Role in Out-of-school Learning Research

Abstract

Proponents of robust research design and methodology (particularly, although not exclusively, in more positivist-leaning epistemology) have often suggested that the role of the researcher should be as invisible, or distanced, as possible in the research process. Many of the case studies presented in this book take a more qualitative, interpretative approach, reflecting the often complex, situated, local and dynamic contexts in which out-of-school learning occurs. This raises particular challenges relating to the researcher role, especially when the researcher's presence materially changes the context and phenomena that are being researched. Some of the case studies describe the tensions and affordances of the researcher as insider/outsider and demonstrate how this role can develop and change as a project progresses and the implications this has for research practice, research quality and research governance.

Citation

Jay, T. and Laing, K. (2022), "Theme 1: Negotiating the Researcher Role in Out-of-school Learning Research", Rose, J., Jay, T., Goodall, J., Mazzoli Smith, L. and Todd, L. (Ed.) Repositioning Out-of-School Learning (Emerald Studies in Out-of-School Learning), Emerald Publishing Limited, Leeds, pp. 123-129. https://doi.org/10.1108/978-1-78769-739-320211011