Education Research in Gujarat Saputara: As an Outsider on Fieldwork

- Samruddhi Gole, Senior Research Associate

Education research often yields valuable insights not only through effective documentation and dissemination of results but also through the enlightening experiences gained in fieldwork. These fieldwork encounters are enriched with "aha" moments, which can significantly contribute to the research process. In particular, fieldwork acts as a catalyst for the maintenance of critical thinking skills, the formation of a deep understanding of the local context, and the management of expectations within the research field. As a researcher locked in a room in front of a computer on your desk, immersing yourself in the field of education is crucial. Fieldwork is not just about gaining entry into the field, but it is more about respecting local context, customs, and people, building relationships, and improving a better understanding of the moral edifice that is part of a research project.

Given my recent educational fieldwork for our project on the status of in-service teacher training in India, I use this article to discuss it as a platform to explore the nuances of fieldwork processes in the Indian context, explicitly emphasising the intricate permission procedures. My colleague Umesh and I were working in the field to observe a training program jointly organised by the National Institute of Educational Planning and Administration (NIEPA) in collaboration with the Gujarat Council of Educational Research and Training (GCERT) and the School Leadership Academy in Saputara, Dang. Before getting on the field, accessing necessary permissions and approvals is not only a requirement but also a crucial part of any research project design. The basis of our access approvals and permissions began to initiate collaborations with educational officials at the State Council for Educational Research and Training (SCERT) and various other educational institutions. Later, we started collaborating with local and national NGOs in India. However, collaborating with government educational officials played an important role in initiating the pilot of our study.

Openness and Contextual Understanding

Undertaking a research project requires permissions and approvals, regardless of whether one is an insider or outsider. As residents of this country, we also had to go through the process of obtaining permission to conduct our study. Despite being familiar with the geographical and socio-cultural aspects of the country, our understanding was still limited compared to that of a local researcher. We had to remind ourselves that we were guests wherever we went constantly. As researchers from a particular part of the country, we faced challenges in understanding the local dynamics, and s