Positioning and authenticity in data collection: researching racism in education contexts

This study examines the challenges of researching one of the most sensitive topics in education contexts: racism. Based on a research project which critically examined the culture in a UK university, data were collected using participant observation and in-depth interviews with participants from an underrepresented group. They were then analysed using Interpretative Phenomenological Analysis (IPA). In this study, we show how approaching a case study from both an emic and etic perspective by flexibly positioning oneself as both an insider and outsider can play a significant role in gaining access to the studied group and producing rich, authentic data. We show how, if treated rigorously and responsibly, research can successfully undertake a range of critical tasks: providing a platform for marginalised participants in a complex social context; establishing a voice which both amplifies these marginalised perspectives and communicates challenging messages to a wider audience; challenging and renewing critical concepts that can both illuminate complex, qualitative findings and provide conceptual tools for further research.