Journeys into inner/outer space: reflections on the methodological challenges of negotiating insider/outsider status in international educational research

This article highlights key theoretical and methodological issues and implications of being an insider/outsider when undertaking qualitative research in international educational settings. It first address discourses of ‘self’ and ‘other’, noting that identity and belonging emerge from fluid engagement between researchers and participants. It considers the benefits and challenges of being an insider or outsider and question the traditional insider/outsider dichotomy. The role of ‘critical reflexivity’ in helping researchers conscientiously negotiate through ‘the space between’ is examined. The discussion is illustrated with examples from the authors’ research focusing on the opportunities, challenges and tensions experienced as insiders/outsiders. They argue that engaging in critical reflexivity is important for working towards ethical and credible research as it enables the researcher to consider and make transparent how their positionality impacts on the entire research process