Decolonial perspectives on intercultural research in a study of educational inclusion in rural Cambodia

Bibliographic Data

ID21578180
AuthorsJackie Ravet (0000-0002-5159-0077, University of Aberdeen, corresponding author), Peter Mtika (0000-0001-6017-4617, University of Strathclyde), Amy McFarlane (University of Aberdeen), Catriona M M Macdonald (0000-0003-3644-5223, University of Aberdeen), Catriona Macdonald (0009-0005-6795-265X), Bunlee Khun (University of Cambodia), Vandy Tep (0000-0002-0895-3821, University of Battambang), Rany Sam (0000-0003-3266-5974, University of Battambang), Hak Yoeng (0000-0003-4145-0350, University of Battambang)
Year2024
Volume128
Pages102466
Publication date2024-01-01
Open AccessYes
TypeARTICLE
VenueInternational Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0883-0355 • E-ISSN: 1873-538X
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ijer.2024.102466
OpenAlexW4403259581
LanguageEN
References cited20

The reciprocal ‘more knowledgeable other’ (MKO) enabled mutual knowledge exchange. • The collective ‘zone of proximal development’ enabled joint problem-solving. • Communication adaptations eased the language processing burden enabling inclusion. • Western research orthodoxies and funding conditionalities are an ongoing challenge. This paper presents a critique of intercultural research in the context of a study of Educational Inclusion in Rural Schools in Cambodia undertaken by four U.K. researchers in partnership with four Cambodian researchers. Interculturality is an endeavour to recognise and engage with different ways of being and knowing across cultural boundaries and to address barriers to reciprocal understanding. This endeavour is a complex one and there is little research on the reality of intercultural research, especially in a Cambodian context. We therefore explored this reality within our own research team to address a gap in the literature. Our research question is: What are participants’ perceptions of interculturality based on their experiences of a 5-year research study in educational inclusion? Using a decolonial framework and decolonial methodologies, this paper presents the findings of a qualitative study that draws on questionnaire, research diary and interview data. We critically examine affordances and challenges relating to knowledge exchange, cultural differences, language/translation effects and research orthodoxies. We found that whilst our decolonial approach proved mutually beneficial, fostering co-construction and enhancing power-sharing, the quest for epistemic justice is inevitably constrained by powerful, Western research orthodoxies and funding conditionalities necessitating ongoing, joint reflexivity. The significance of the paper lies in the examination of the lived experiences of these affordances and challenges using a decolonial framework. The paper will be of relevance to international development researchers, international research funding agencies, international NGOs and others working in low and lower middle-income countries (LMICs) in the Global South

Pedagogy · Sociology · Cambodian History and Society · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology

Tools

Open DOIOpen Access