Supporting South-North global transfer of knowledge through improved approaches to internationally-funded research projects

• In Event: Roundtable Session 7
  In Refereed Roundtable Session: Teaching in globalization

Proposal

The British Council as a Cultural Relations organisation commissions multiple research projects each year. We are exploring how we use that role responsibly to work with partner organisations in low-income contexts with the aim of better supporting effective South-North knowledge transfer. In this roundtable we propose to discuss our current thinking in this area.

We undertake empirical work in education with an emphasis on teachers’ professional development, English language skills and girls’ education. We aim to increase our engagement with locally-based research partners in an effort to collaboratively generate evidence, decentralise the research process and support our partners in the countries where we operate (especially in low-income contexts) to voice and share their perspectives in international fora. Drawing on two recent research projects we will share approaches taken, lessons learned and our plans for continuing this area of work, before posing specific discussion questions to the roundtable audience.

Case study 1: Based on an initial literature review and following consultation with colleagues across our seven global regions, we commissioned a UK partner to provide a research framework to explore how teachers overcome challenges to improve girls’ education and gender equity in their schools. Using a strength-based approach informed by Tara Yosso’s Cultural Wealth Model (2005), we explored effective practice in Nigeria and Tanzania. Using online interviews, surveys and follow-up interviews, we discussed a range of questions relating to the role of teachers as change agents for girls’ education.

We will outline the lessons learned in terms of gender inclusive pedagogy and applying the idea of mutuality and partnership. We will review the design of the framework and the process of liaising with local partners to modify the questions and anticipate cultural sensitivities and approaches. We will also reflect on how the British Council manages the procurement, learning and application of findings as part of its donor relationships and with professionals in low-income contexts, inviting reflections from the audience on lessons learned and wider applicability.

Case study 2: In the second project, we commissioned research into what makes effective continuing professional development in low and middle-income countries. The process of undertaking the research highlighted the disparity in available so-called ‘high quality’ evidence from these contexts compared to in high-income contexts, prompting considerable discussion. This included questions around the definition of ‘high quality’, the ability for researchers in local contexts to publish and promote their work, accepted languages of publication and power imbalances among international research teams and the effect these have on the representation of on-ground realities.

The questions we propose to discuss following these case studies are:

• What can we learn about processes in procurement and communication of expectations in South-North partnerships?
• What are the issues for educational researchers in low-income countries in securing funding, designing, undertaking and publishing research within their country and/or access to sharing findings on international platforms?
• What further issues face educational researchers from low-income countries in participating in and contributing to internationally-funded research?
• What concrete actions can international organisations take to improve South-North knowledge transfer?

Authors

• Amy Lightfoot, British Council

• Yvette Hutchinson, British Council