Creating Conversations: An inclusive approach to the networking of knowledge about education in Southern contexts

• text

Thesis

PhD by published work

Creating Conversations: An inclusive approach to the networking of knowledge about education in Southern contexts

Miles, S.

PhD

2009-07

University of Manchester

234

Acknowledgements .........................................................................................2Contents ........................................................................................................4Abstract .........................................................................................................6Declaration .................................................................................................. .7Copyright Statement........................................................................................8Qualifications and research statement ........................................................... 9List of Publications ...................................................................................... 12Jointly authored work.....................................................................................14Chapter 1: Introduction ..................................................................................161.1. Context .................................................................................................161.2. Introducing autoethnography.................................................................. 171.3. Ethics and validity...................................................................................201.4. Defining key terms..................................................................................21Chapter 2: Networking as a strategy to address global inequality.............252.1. Learning about development and global inequality ................................252.2. Networking to promote information-sharing............................................272.3. Barriers to networking.............................................................................292.4. Networking theory ..................................................................................302.5. Voice and the power of writing ...............................................................35Chapter 3: Scrutinising networking challenges and dilemmas: the case ofthe Enabling Education Network...................................................................373.1. Introducing EENET.................................................................................373.2. Essential ingredients for inclusive networking ........................................393.2.1. Promoting consultation and participation through listening, learning andsharing........................................................................................................ 393.2.2. Challenging marginalisation ................................................................. 443.2.3. Producing accessible information.......................................................... 463.2.4. Using respectful language .................................................................... 473.3. Scrutinising networking dilemmas............................................................ 48Chapter 4: The role of stories in networking contextualised knowledge ofinclusive education.........................................................................................534.1. Understanding context through stories...................................................534.2. Developing and sharing contextualised knowledge................................564.3. Researching relevant local knowledge ...................................................57Chapter 5: Towards a theory of inclusive networking.................................615.1. Sharing of information, knowledge and stories between contexts ..........615.2. Knowledge creation: through reflection, documentation and analysis ....635.3. Balancing insider and outsider knowledge and perspectives .................645.4. Developing appropriate responses at community level ..........................655.5. Reflecting on my contribution to knowledge ...........................................66Chapter 6: Conclusion....................................................................................68Epilogue.......................................................................................................71References....................................................................................................75PublicationsPart I ………………………………………………………………………………….80Publication 1 ………………………………………………………………………….81Publication 2 ………………………………………………………………………….82Publication 3 ………………………………………………………………………….83Publication 4 ………………………………………………………………………….84Publication 5 ………………………………………………………………………….85Publication 6 ………………………………………………………………………….86Part II ………………………………………………………………………………….87Publication A ………………………………………………………………………….88Publication B ………………………………………………………………………….89Publication C ………………………………………………………………………….90Publication D ………………………………………………………………………….91

This thesis provides a synthesis of knowledge about inclusive networking in aninternational context, derived from the experience of stakeholders in educationin countries of the South. It is suggested that inclusive networking facilitates thetelling of stories, challenges stereotypes, humanises headlines and promotescontextually relevant research.The research question: “What are the key principles for the development of aninclusive international network?” was developed as a guide to this study. Usinga process of autoethnographic analysis, I identified my tacit knowledge ofinclusive networking through a continual analysis and cross-referencing of theten 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 mymotivation for becoming involved in international networking as a strategy toaddress global inequality, review the literature on networking most relevant tothis thesis, and identify some of the barriers to publishing faced by educationstakeholders in the South. In the second part, a case study of the EnablingEducation Network (EENET) is presented and a wide range of networkingdilemmas identified, related to the way information is collected and sharedacross diverse Southern contexts. The overarching dilemmas of northerndominance and deficit thinking are discussed in the context of oral culture andthe global digital and communication divide, and the difficulties in promotinggenuinely critical conversations.In the third part, it is argued that contextual detail and transparency aboutauthorship are critical to the construction of stories and accounts if they are tobe meaningfully networked across diverse contexts. However, it is suggestedthat investing resources in the development of documentation, reflection andanalytical skills in education stakeholders is an essential part of inclusivenetworking, if ‘promising’ practice is to be captured from a Southernperspective.Following this, the penultimate chapter puts forward four key principles relatingto the development of an inclusive international network that emerged from theanalysis 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; and4. developing appropriate responses at community level.I conclude with some possible future directions for research, and with apersonal story which encapsulates the theoretical framework of this thesis.

• networking, education, inclusion, autoethnography

• Miles, Susan

• Faculty of Humanities
• School of Education
• School of Environment, Education and Development

uk-ac-man-scw:194503

Miles, Susan

9th May, 2013, 14:05:55

Miles, Susan

23rd September, 2015, 12:31:58