Relevant bibliographies by topics / Insider-researcher

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Insider-researcher'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Insider-researcher"

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Decoo, Ellen. "Research in the Religious Realm: Intersectional Diversification and Dynamic Variances of Insider/Outsider Perspectives." International Journal of Qualitative Methods 21 (January 2022): 160940692110637. http://dx.doi.org/10.1177/16094069211063706.

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This article discusses insider/outsider perspectives in qualitative research among religious people. Focus is on the insider researcher. Even if researcher and participants share the same overall religious adherence or are members of the same denomination, various factors can differentiate them substantially, affecting insider/outsider perspectives. The methodological implications of this phenomenon are drawn from research on the perception of gender roles among Mormon women in Belgium. The mutual perception of researcher and participant can influence the data collection phase as value-laden issues are being discussed. To ensure the validity and objectivity of research in this context, positionalities of researcher and participants need to be clearly defined and methodological safeguards put into place. The analysis of the interactions between researcher and participants led to the identification of seven intersecting insider/outsider perspectives: denominational, congregational, social, religious, topical, lingual, and academic. Moreover, as compound insider/outsider positions move on several continua, various factors can change the perspectives during interviews. This article adds to the methodology of qualitative research by uncovering perspectives which researchers can consider or adapt when interviewing religious participants.
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Gill, Dalvir. "Dilemmas of a Researcher: insider or outsider?" Race Equality Teaching 31, no. 2 (2013): 41–44. http://dx.doi.org/10.18546/ret.31.2.10.

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Tuffour, Isaac. "Reflections of a black African insider researcher." Nurse Researcher 26, no. 1 (2018): 13–18. http://dx.doi.org/10.7748/nr.2018.e1570.

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Simmons, Maxine. "Insider ethnography: tinker, tailor, researcher or spy?" Nurse Researcher 14, no. 4 (2007): 7–17. http://dx.doi.org/10.7748/nr2007.07.14.4.7.c6039.

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Skolnick, Andrew A. "SEC Slaps Another Researcher for Insider Trading." JAMA 280, no. 2 (1998): 124. http://dx.doi.org/10.1001/jama.280.2.124-jmn0708-3-1.

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Ellis, Adam, and Olga Marques. "The Advancement of Thug Criminology: Towards the Decolonization of ‘Street/Gang’ Research and Pedagogy." Decolonization of Criminology and Justice 4, no. 2 (2022): 35–58. http://dx.doi.org/10.24135/dcj.v4i2.43.

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This paper presents a dialectical conversation between an insider/outsider vs insider/insider gang researcher, wherein a new criminology is advanced - Thug Criminology. In challenging current disciplinary accounts, we argue that: a) gang research has largely reinforced, maintained, and reified stereotypical views of ‘gangs’ and their behaviour; b) insider/insider gang researcher voices have not been privileged within academia; and c) those posited as ‘expert’ gang scholars, and whose knowledges have been accorded authority, are outsiders. As such, laws and practices, which negatively affect gang-involved populations, have been largely informed by an uncritical and unchallenged position of privilege. Thug Criminology seeks to create an academic space for insider ‘gang’ or street scholars to contribute to knowledge, policies, and practices that are less harmful to those who are targeted and deemed a threat.
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Kerr, Roslyn, and Damion Sturm. "Moving Beyond “Insider or Outsider”: The Ethnographic Challenges of Researching Elite Sport Facilities in New Zealand." Qualitative Inquiry 25, no. 9-10 (2019): 1137–47. http://dx.doi.org/10.1177/1077800419838592.

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Recently, several researchers have highlighted the difficulty with the binary terms “insider–outsider” within qualitative research. We similarly critique the insider/outsider binary in this article, but offer an alternative by utilizing Bourdieu’s theoretical concepts of capital, habitus, and field to compare two researcher’s ethnographic accounts of researching sports facilities in New Zealand. One of the ethnographers, D.S., describes himself as closer to an outsider than an insider in the context of the velodrome he was examining, while R.K. describes herself as an insider in the field of gymnastics. Through comparing their accounts, we show how the language of insider/outsider can be limiting. Instead, we argue that Bourdieu’s framework provides a more nuanced account of researcher positionality that moves beyond the insider/outsider binary, while affording insights into the reflexive and fluid researcher performances that shape the ethnographically researched field.
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Aiello, Jacqueline, and Shondel J. Nero. "Discursive Dances: Narratives of Insider/Outsider Researcher Tensions." Journal of Language, Identity & Education 18, no. 4 (2019): 251–65. http://dx.doi.org/10.1080/15348458.2019.1623035.

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Rai, Indra Mani. "Emergent Positioning in Insider Ethnographic Field: Deconstructing the Ideological Frame of Insider or Outsider or Both." Dhaulagiri Journal of Sociology and Anthropology 14 (December 29, 2020): 46–52. http://dx.doi.org/10.3126/dsaj.v14i0.27280.

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The central concern of this paper is to discuss the positioning of the researcher while researching one’s own community ethnographically. It argues that insider and outsider positioning of a researcher in insider ethnographic research appears in a contextual, iterative, and emergent manner. The strategies provide space for critical self-reflexive practices in the field, thereby enhancing the quality standard. In addition, it argues that the positioning of the researcher appears while maintaining the ethical issue of confidentiality. Thus, the paper claims that it is not necessary to set the ideological frame for structuring the researchers whilst engaging in the field with particular positioning. It highlights that the defined roles of a researcher guide him/her in a way denying to engage in the field adapting the contextual phenomena, thereby creating difficulties for generating quality data.
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Rai, Indra Mani. "Emergent Positioning in Insider Ethnographic Field: Deconstructing the Ideological Frame of Insider or Outsider or Both." Dhaulagiri Journal of Sociology and Anthropology 14 (December 29, 2020): 46–52. http://dx.doi.org/10.3126/dsaj.v14i0.27280.

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The central concern of this paper is to discuss the positioning of the researcher while researching one’s own community ethnographically. It argues that insider and outsider positioning of a researcher in insider ethnographic research appears in a contextual, iterative, and emergent manner. The strategies provide space for critical self-reflexive practices in the field, thereby enhancing the quality standard. In addition, it argues that the positioning of the researcher appears while maintaining the ethical issue of confidentiality. Thus, the paper claims that it is not necessary to set the ideological frame for structuring the researchers whilst engaging in the field with particular positioning. It highlights that the defined roles of a researcher guide him/her in a way denying to engage in the field adapting the contextual phenomena, thereby creating difficulties for generating quality data.
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Dissertations / Theses on the topic "Insider-researcher"

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Norton, Patricia Jean. "Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16332/3/Patricia%20Norton%20Thesis.pdf.

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The intent of this professional doctorate study was to clarify theory and develop knowledge that could benefit the researcher's workplace. It achieved two aims. The first was the useful knowledge gained by the insider-researcher about how to effect teacher learning in a reform context. The second was the improved understanding of the uniqueness of contextual conditions that affected teacher learning in one school. A case study of a single school site was the means of examining the problem of what issues confronted teachers in learning new knowledge mandated by curriculum reform, along with why those issues existed and how teachers dealt with them. A genealogical approach to the literature investigation determined where, why and how teacher learning should be effected in a learning community, in what reflected an "outside in" approach to the problem. However, the intent of the study was that this should be balanced by the "inside out" approach evident in the consideration of what teachers in a school had to say about the realities of teacher learning. Interviews with teachers considered good informants resulted in quality data that facilitated the construction of explanatory theory. A comparison of this theory constructed from data grounded in the realities of teachers' experiences with the theory derived from the literature constituted the final stage of clarifying the problem. Results from the study, therefore, represented both useful knowledge and understanding of the problem. These were of benefit to the specific school, while contributing to the professional efficacy of the researcher-insider, responsible for delivering curriculum reform that was dependent on teacher learning.
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Norton, Patricia Jean. "Teacher learning : a process of grafting new truths on to old truths : a case study of teacher learning in an independent school." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16332/.

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The intent of this professional doctorate study was to clarify theory and develop knowledge that could benefit the researcher's workplace. It achieved two aims. The first was the useful knowledge gained by the insider-researcher about how to effect teacher learning in a reform context. The second was the improved understanding of the uniqueness of contextual conditions that affected teacher learning in one school. A case study of a single school site was the means of examining the problem of what issues confronted teachers in learning new knowledge mandated by curriculum reform, along with why those issues existed and how teachers dealt with them. A genealogical approach to the literature investigation determined where, why and how teacher learning should be effected in a learning community, in what reflected an "outside in" approach to the problem. However, the intent of the study was that this should be balanced by the "inside out" approach evident in the consideration of what teachers in a school had to say about the realities of teacher learning. Interviews with teachers considered good informants resulted in quality data that facilitated the construction of explanatory theory. A comparison of this theory constructed from data grounded in the realities of teachers' experiences with the theory derived from the literature constituted the final stage of clarifying the problem. Results from the study, therefore, represented both useful knowledge and understanding of the problem. These were of benefit to the specific school, while contributing to the professional efficacy of the researcher-insider, responsible for delivering curriculum reform that was dependent on teacher learning.
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Humphrey, Bryan, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Insider Research, the Process and Practice: Issues arising from professionals conducting research within their own working environments." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.122119.

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This thesis explores the chaotic, dynamic, ambiguous, complex and confusing world of the insider researcher. The proliferating species of insider researcher is common in public sector organisations and is particularly prevalent among post-graduate students who have combined study with work. Insider researchers range from the in-house researcher employed to conduct research to those who are conducting research in addition to their normal duties. This thesis, through five illustrative case-studies, discusses, reflects upon, explains, and clarifies the possibilities, limitations and the issues arising from a consideration of the practice of professionals conducting research in the large government education system in Victoria. The central focus of this thesis, that of exploring issues arising from professionals conducting research in their own working environments, has an importance that hitherto has had little direct recognition in the qualitative education research literature. And yet the practice of insider research is common and has a potentially large impact on the nature of the decision making process in public sector organisations. This relative invisibility in the social research literature of a discussion of issues relating to insider research demands to be made more visible. It is both useful and necessary to explore the particular possibilities, conditions and challenges of insiders conducting research in public organisations as the practice of insider research contines to grow. This thesis adds to the literature by locating insider research in a discussion of the wider soial context of ideology, culture, relationships, politics, language and meaning, and the decision-making process.
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Lyons, Joanne Patricia. "Using collaborative action research to support adoptive parents in their communications with school staff." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/using-collaborative-action-research-to-support-adoptive-parents-in-their-communications-with-school-staff(8499eee6-9489-4593-9fdc-7062526ab9f8).html.

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To address a gap in the empirical literature on Educational Psychology (EP) practice and on adoption, and to gain perspectives from the Local Authority (LA), this thesis describes collaborative action research conducted by an Educational Psychologist (EP) with adoptive parents to support their communications with school staff. Participants were members of an Adoption Support Group and colleagues in Social Care. Information was gathered via focus groups and semi-structured questionnaires to ascertain the types of difficulties expressed by adoptive parents and inform the processes of communication systems. Participatory action research empowered participants to engage in meaningful and purposeful actions of planning, designing and evaluating information. The research narrative reports on first person inquiry through personal reflection and learning. Second person inquiry was generated in the course of research interactions with participants and the data that emerged from their realities to inform practical learning in action. Third person inquiry moved towards thinking around explanations for issues and the generation of knowledge. Knowledge was developed about parents’ perspectives on the barriers and enabling factors involved in their communications with school staff. The action research approach captured the potential of the insider position to generate rich data in situ while promoting a collaborative response to the social situation faced by the adopters when communicating with school staff. My insider position as researcher, holding multiple roles as an adoptive parent, as an EP and LA officer, is actively acknowledged as influencing understanding and the conceptualisations of the findings. The participants collaborated in the generation of a resource that provided opportunities for insight into issues to improve working practice and may provide a tool to allow parents to communicate effectively with school staff. The resource supported two main recognised functions: practical structure and emotional support. Empowering approaches were those that respected their knowledge, used their language and meanings in an emancipatory way that removed barriers, and were inclusive of them and their children. Communication is enhanced by and depends on systems that are empowering for parents and staff to co-construct shared understandings.
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Books on the topic "Insider-researcher"

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Insider Research on Migration and Mobility: International Perspectives on Researcher Positioning. Taylor & Francis Group, 2014.

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Voloder, Lejla, and Liudmila Kirpitchenko. Insider Research on Migration and Mobility: International Perspectives on Researcher Positioning. Taylor & Francis Group, 2016.

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Voloder, Lejla, and Liudmila Kirpitchenko. Insider Research on Migration and Mobility: International Perspectives on Researcher Positioning. Taylor & Francis Group, 2016.

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Voloder, Lejla, and Liudmila Kirpitchenko. Insider Research on Migration and Mobility: International Perspectives on Researcher Positioning. Taylor & Francis Group, 2016.

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Bouziane, Malika. The (Ambiguous) Fieldwork Experiences of a German Moroccan in Jordan. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190882969.003.0023.

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The chapter explores how different facets of a researcher’s identity structure access to the field and the process of data generation. Using the insider/outsider debate as a starting point, the chapter examines the position of being in-between the insider and the outsider, the partial insider. It also examines how the researcher can have a multiple subjectivity incorporating diverse identifications. The author, a Sunni Muslim female German of Moroccan origin, reflects on the implications of these statuses for doing field research in a context that is culturally familiar but is not her own society or culture, Jordan. The chapter concludes with a discussion of some of the ethical considerations that occurred during the author’s field research.
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Graham, Patrick J., and Thomas P. Horejes. Why Positionality Matters in Deaf Education Research. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0003.

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The positionality of any researcher influences the data collection of their research directly or indirectly, which in turn has an impact on the research being conducted. This chapter discusses the importance of reflecting on one’s own insider and outsider positionality and how they contribute to the study design, research measures, and dynamics of the research team. Positionality and intersectional perspectives are also examined as important elements of the research. Using examples from international research experiences, this chapter offers examples of how positionality concerns arose in our research. Finally, this chapter outlines different approaches and solutions that our research team used to address the complexities that arose surrounding positionalities, which become possible strategies for any researcher wanting to study deaf education.
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Weipert-Fenner, Irene. Blurred Lines of Inclusion and Exclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190882969.003.0020.

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This chapter explores the broader ethical repercussions and dilemmas of positionality by focusing on the specific case when a researcher’s political affinity to the subject under study is so close that the line between the insider (the research subject) and the outsider (the researcher) may become blurred. It does not aim to argue against researchers being activists themselves but to encourage the use of caution when switching between the two roles. The chapter reflects on how identifying with the cause of the subject can violate the three major overarching norms of ethical research, respect for persons, beneficence, and justice. However, the specific challenges and potential solutions for fieldwork in the MENA-region are quite different from best practices originating from medical research and often prescribed by research ethics committees. Special attention is attributed to the context of authoritarian regimes, polarized societies, and periods of political transformation.
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Book chapters on the topic "Insider-researcher"

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Irvine, Fiona, Gwerfyl Roberts, and Caroline Bradbury-Jones. "The Researcher as Insider Versus the Researcher as Outsider: Enhancing Rigour Through Language and Cultural Sensitivity." In Doing Cross-Cultural Research. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8567-3_3.

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Gemara, Netanel. "An Ultra-Orthodox Researcher: Oxymoron or Opportunity? A Typology of Appearances of Conflicting Identities of an Insider Researcher." In Context-Informed Perspectives of Child Risk and Protection in Israel. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44278-1_16.

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Easterbrook-Smith, Gwyn. "Skin in the Game: Imposter Syndrome and the Insider Sex Work Researcher." In The Palgrave Handbook of Imposter Syndrome in Higher Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86570-2_11.

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Fletcher, Anna. "An Invited Outsider or an Enriched Insider? Challenging Contextual Knowledge as a Critical Friend Researcher." In Educational Researchers and the Regional University. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6378-8_5.

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Wood, Alison F. "Ethnography and Ethics in Your Own Workplace: Reconceptualising Dialysis Care from an Insider Nurse Researcher." In Ethnographies and Health. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89396-9_4.

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"Insider anthropology: Theoretical and empirical issues for the researcher." In Qualitative Methods in Military Studies. Routledge, 2012. http://dx.doi.org/10.4324/9780203099223-8.

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Throne, Robin. "New Investigator Fidelity." In Practice-Based and Practice-Led Research for Dissertation Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6664-0.ch008.

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This chapter presents researcher positionality within the specific context of practitioner doctoral research or practice-based research. The explication of researcher positionality is an essential precursor to practitioner doctoral inquiry for scholar-practitioners and can serve as a key anchor and measure for the scholar-practitioner's journey as new investigator and entrance to the scholarly academic community. The chapter also describes how the use of reflexivity may enhance fidelity of researcher positionality within practice-based doctoral research that informs professional practice. In addition, considerations and illustrations are offered for the evaluation and articulation of researcher positionality within the practitioner doctoral research journey that draws on the insider-outsider role of the scholar-practitioner as new researcher and seasoned practitioner.
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Middleton, Tristan. "8. Nurture Groups." In Discourses We Live By. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0203.08.

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Tristan Middleton, a former teacher, seeks the views of two teaching assistants who run nurture groups, to find out about their work and its implications for policy and practice. He examines a series of cyclical sessions set up with the aim of supporting the teaching assistants to cope with challenging pupil behaviour, for which he was both supervisor and insider researcher.
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Williamon, Aaron, Jane Ginsborg, Rosie Perkins, and George Waddell. "Observations." In Performing Music Research. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198714545.003.0004.

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Chapter 4 of Performing Music Research examines three different types of observation: (1) participant observation, in which the investigator has a dual role, acting as both participant and researcher, thereby placing value on the insights gained through an “insider” perspective on the phenomenon under observation; (2) semi-structured observational methods, typically used when a researcher wants to observe specific behaviors as more of an “outsider” but also wishes to retain an element of open-ended enquiry; and (3) quantitative, structured observational research, which relies on a more objective and detached observation of predetermined categories. Throughout, the chapter considers the advantages of each of these methods and the challenges they pose.
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Badurdeen, Fathima Azmiya. "Insider-outsider reflections on terrorism research in the coastal region of Kenya." In Experiences in Researching Conflict and Violence. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447337683.003.0009.

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This chapter explores the dilemmas encountered due to researcher identity and positionality by drawing upon reflections on fieldwork conducted in Kenya on the radicalization and recruitment of youth for the al-Shabaab terrorist organization. Probing into an array of debates centred on the researcher’s religious identity and the research process, the chapter aims to shed light on the question of how the religious identity or position as a Muslim affected the research process and analysis as well as the researcher’s experiences and understanding of herself. In doing so, the chapter discusses the complexity of locating one’s positions either as an insider or an outsider, or even being in-between, when doing intra-group research and unpacks the linkage between religion, identity and positionality in research related to violent radicalization particularly in terrorism research.
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