The Messy Negotiation of Power, Context, and Self in Constructing a Global Researcher Identity
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| Title: | The Messy Negotiation of Power, Context, and Self in Constructing a Global Researcher Identity |
|---|---|
| Language: | English |
| Authors: | Punita Lumb |
| Source: | Journal of Comparative and International Higher Education. 2026 18(2):261-281. |
| Availability: | Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://digitalcommons.lib.uconn.edu/jcihe/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Research, Educational Researchers, Power Structure, Professional Identity, Phenomenology, Ideology, Foreign Countries, Developing Nations, Developed Nations, Research Projects, Social Science Research, International Cooperation, Decolonization, Intercollegiate Cooperation, Social Class, Resistance (Psychology) |
| Geographic Terms: | India, United Kingdom |
| ISSN: | 2151-0393 2151-0407 |
| Abstract: | The formation of researcher identity is complex and evolves through various experiences, including international fieldwork and research. It is especially important to consider how power dynamics impact the development of researcher identity in the cases of international research between the Global North and Global South. This study uses phenomenological and decolonial approaches to analyze 23 interviews of faculty from India and the United Kingdom who have worked on UK-India research projects in the field of social sciences. Salient themes on how power and being were constructed, challenged, or negotiated by the participants include how researchers locate themselves in the paradigm of Global North and Global South, and how they navigate caste, and how researchers resisted power hierarchies as part of their identity and practice. While some themes manifested similarly for both British and Indian faculty, others were more prevalent among particular groups. This paper contributes to understanding how faculty construct their researcher identities as global researchers. It provides a comparative perspective on how faculty understand power dynamics in international research partnerships in relation to their researcher identities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506439 |
| Database: | ERIC |
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