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Holding up the researcher’s mirror to decolonize knowledge generation: a critical examination of researchers’ positionality beyond the ‘Global North’/‘South’ divide
16 references·0 citing·53 second hop
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References

  • 1993Chapter 1: Multicultural Education: Historical Development, Dimensions, and Practice1,806 cited
  • 2010Social justice, capabilities and the quality of education in low income countries568 cited
  • 2016Toward a Postcolonial Comparative and International Education389 cited
  • 2011(Towards) decoloniality and diversality in global citizenship education333 cited
  • 2013Beyond the insider–outsider divide in migration research317 cited
  • 1999Endogenous Knowledge: Research Trails276 cited
  • 2014Insider-outsider-inbetweener? Researcher positioning, participative methods and cross-cultural educational research234 cited
  • 2022Deconstructing insider–outsider researcher positionality184 cited
  • 2012On the Problem of Over-researched Communities: The Case of the Shatila Palestinian Refugee Camp in Lebanon155 cited
  • 2013‘Ethnographic dazzle’ and the construction of the ‘Other’: revisiting dimensions of insider and outsider research for international and comparative education151 cited
  • 1984Case‐Study Research Methods and Comparative Education135 cited
  • 2019Critiquing coloniality, ‘epistemic violence’ and western hegemony in comparative education – the dangers of ahistoricism and positionality120 cited
  • 2019The erasures of racism in education and international development: re-reading the ‘global learning crisis’119 cited
  • 1999

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Reconceptualising Comparative and International Education
112 cited
  • 2019Local Positionality in the Production of Knowledge in Northern Uganda110 cited
  • 2021Researching violent contexts: A call for political reflexivity106 cited
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