Insider or outsider, who decides? An auto-ethnographic analysis of the continuum and ethics of insiderness within a professional PhD
Insider research is conducted by researchers who have an understanding of and connection with the field researched (Eppley, 2006). However, much of the literature tends toward the insiderness as seen from the point of view of the researcher (Robson, 1993, West et al, 2011 and Tshuma, 2021). This discussion aims to move the focus toward the viewpoint of the participant and how they can control the positioning of the researcher on the insider continuum using my own research as an example. An autoethnographic discussion of different levels of insiderness during interviews in qualitative research data collection and how this is directed by the participants of these interviews to create an environment of comfort for them in which to be able to consider sensitive issues will be offered. This article will add to the study of insider research by clearly analysing exactly how specific participants have sought to influence an insider, who is someone they know and so have more opportunity for this kind of manipulation, which is under researched currently. Foucault (1977: 153) stated; ‘Nothing in man – not even his body – is sufficiently stable to serve as a basis for self-recognition or for understanding other men’ and so reflection on how participants view the position of the researcher is important to provide deeper understanding of the research process and the data it produces.
Mercer (2007) suggests that the insider/outsider positions are not a dichotomy but a continuum which I recognise, as for my PhD (professional) in Education I conducted interviews with people who I was working with, had been colleagues with, and teachers I did not know at all. As these interviews progressed, I became aware that my participants were exerting power over me as a researcher as much as I was over them. This article aims to discuss a number of different insider positions held by one researcher and how this may have been influenced by manipulations by the participants to create a position from which to discuss possibly sensitive issues.
I conducted my PhD as a part-time qualification while working full-time in secondary education. As I became more engaged in the research I began to feel that my ‘insider’ status changing which eventually led me to consider the concept of insiderness. Therefore, I aim to analyse the definition of insiderness and then use examples from my own data to illustrate how participants seek to influence this.
Funding
NEU grant for refreshments
History
School affiliated with
- Department of Management (Research Outputs)
- Lincoln Business School (Research Outputs)
- College of Arts, Social Sciences, and Humanities (Research Outputs)
- Lincoln International Business School (Research Outputs)
Publication Title
Advances in Educational Research and EvaluationVolume
5Issue
1Publisher
SyncSci PublishingExternal DOI
eISSN
2661-4693Date Submitted
2024-09-22Date Accepted
2024-12-11Date of First Publication
2024-12-13Date of Final Publication
2024-12-13Relevant SDGs
- SDG 4 - Quality Education
Open Access Status
- Open Access
Date Document First Uploaded
2025-01-20Will your conference paper be published in proceedings?
- N/A