Back to Search
Start Over
Education in emergencies research partnerships through the looking glass.
- Source :
- Globalisation, Societies & Education; Jun2024, Vol. 22 Issue 3, p505-521, 17p
- Publication Year :
- 2024
-
Abstract
- In this paper, and as a team of researchers/practitioners spanning the globe, we reflect on the historical and ongoing legacies of (neo)colonialism and imperialism in education in emergencies (EiE) research and practice using collaborative auto-ethnography. Specifically, we explore how we've experienced hierarchies of power, positionality and privilege, and how we've benefited and/or been victims of this in the past. We then move to explore how we are striving to realise authentic and meaningful co-production in ACCESS (Accelerating Change for Childrens' and Youths' Education for Systems Strengthening), a 44-month research-practice partnership that aims to improve education provision for out-of-school children and youth. We identify both opportunities and challenges to doing this and highlight how decolonising EiE research/practice is an ongoing process rather than finite, singular actions. [ABSTRACT FROM AUTHOR]
- Subjects :
- NEOCOLONIALISM
IMPERIALISM
AUTOETHNOGRAPHY
RESEARCHER positionality
VIOLENCE
Subjects
Details
- Language :
- English
- ISSN :
- 14767724
- Volume :
- 22
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Globalisation, Societies & Education
- Publication Type :
- Academic Journal
- Accession number :
- 177561887
- Full Text :
- https://doi.org/10.1080/14767724.2023.2190877