Globally, there are multiple individuals and groups whose learning is enacted within the educational margins, and whose status is consequently that of educational fringe dwellers and sometimes border crossers. This status in turn positions them as exhibiting varied forms of otherness in relation to mainstream educational policy-making and provision, and generates both challenges and opportunities for their learning success.
Education researchers working with these individuals and groups also face challenges and opportunities in deploying research methods that are genuinely reciprocal, relational and respectful. Drawing on contemporary theorising about educational marginalisation, this chapter elaborates selected elements of setting the scene for researching effectively within the educational margins, as well as selecting specific strategies for communicating and articulating voices in education research projects.
- Educational border crossers
- Educational fringe dwellers
- Educational margins
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The editors are grateful to the chapter authors for writing compelling and diverse accounts of researching within the educational margins from multiple perspectives.
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Danaher, P.A., Mulligan, D.L. (2020). Setting the Scene for Researching Within the Educational Margins: Selecting Strategies for Communicating and Articulating Voices in Education Research Projects. In: Mulligan, D.L., Danaher, P.A. (eds) Researching Within the Educational Margins. Palgrave Studies in Education Research Methods. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-48845-1_1
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