Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501953
Title: Creating conversations : an inclusive approach to the networking of knowledge about education in Southern contexts
Author: Miles, Susie
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2009
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Abstract:
This thesis provides a synthesis of knowledge about inclusive networking in an international context, derived from the experience of stakeholders in education in countries of the South. It is suggested that inclusive networking facilitates the telling of stories, challenges stereotypes, humanises headlines and promotes contextually relevant research. The research question: “What are the key principles for the development of an inclusive international network?” was developed as a guide to this study. Using a process of autoethnographic analysis, I identified my tacit knowledge of inclusive networking through a continual analysis and cross-referencing of the ten publications presented here, and a wider search of the literature. This thesis is presented as a narrative in three parts. In the first part I trace my motivation for becoming involved in international networking as a strategy to address global inequality, review the literature on networking most relevant to this thesis, and identify some of the barriers to publishing faced by education stakeholders in the South. In the second part, a case study of the Enabling Education Network (EENET) is presented and a wide range of networking dilemmas identified, related to the way information is collected and shared across diverse Southern contexts. The overarching dilemmas of northern dominance and deficit thinking are discussed in the context of oral culture and the global digital and communication divide, and the difficulties in promoting genuinely critical conversations. In the third part, it is argued that contextual detail and transparency about authorship are critical to the construction of stories and accounts if they are to be meaningfully networked across diverse contexts. However, it is suggested that investing resources in the development of documentation, reflection and analytical skills in education stakeholders is an essential part of inclusive networking, if ‘promising’ practice is to be captured from a Southern perspective. Following this, the penultimate chapter puts forward four key principles relating to the development of an inclusive international network that emerged from the analysis of publications and the wider literature: 1. sharing of information, knowledge and stories between contexts; 2. knowledge creation: through reflection, documentation and analysis; 3. balancing insider and outsider knowledge and perspectives; and 4. developing appropriate responses at community level. I conclude with some possible future directions for research, and with a personal story which encapsulates the theoretical framework of this thesis.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.501953  DOI: Not available
Keywords: networking, education, inclusion, autoethnography
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