Researching in Rural Communities: Dealing With Researcher Identity and Notions of Anonymity

• In Event: Conducting Educational Research Within and for Rural Communities: An Exploration of Research Methodologies

Abstract

A growing body of literature calls for rural research, education, and policy development that involves participation and partnerships, specifically engaging youth and rural community members to build sustainable rural communities (Corbett, 2007; Vanclief and Mitchell, 2000; Sherman and Sage, 2011; Azano, 2011). This paper discusses two studies interested in sustaining rural communities (Longo, 2007; Meyer Lueck, 2012), one based in North America and the other in Australia. Both researchers discuss the notion of insider/outsider status in researching within rural communities and debate the taken-for-granted assumption of the worthiness of always protecting participant anonymity. From the Australian perspective, the paper draws from a large Australian Research Council (ARC) project (2008-2011) known as TERRAnova (Teacher Education for Rural and Regional Australia: Breaking new ground) which saw six researchers work across the various States and Territories to examine twenty successful rural school communities which were identified as going against the trend of a high staffing churn (Roberts, 2005). A number of methodological issues arose during the three year study, including issues related to researcher and participant anonymity and reporting in relation to dissemination of the findings. Researcher identity became an issue in terms of enabling confidentiality of participants. A number of strategies were developed and put in place to address some of these issues and these will be discussed.
Likewise the Canadian study considers strategies to address insider, outsider research through a study focused on the issues and possible responses to youth outmigration. The process of working with community members on a rural community research project is discussed, and draws on the experiences of facilitating community-based dialogues between 10 youth and adults. The study explored the process of understanding and making sense of the researcher’s position and the initial research findings as an essential part of the methodology. The findings demonstrate how the commitment to process and engagement is part of the discourse on community development that is attentive to different rural contexts.
Both studies share some of the gaps between the real and the ideal in the research proposal and relay some key challenges faced gaining momentum in the community and confirming participants for the research dialogues. The overview provided of community selection, recruitment efforts, and how initial contacts were gathered will also be explored. Together This paper is intended to challenge others to think about various aspects of the research project as part of the process, and to consider observations and learning during the process phase of the research as a key component of the research findings.

Authors

• Simone Jane White, Monash University

• Zane Hamm, University of Alberta