ABSTRACT
This chapter explores the practice of collaborative educational research between the north and south—in this case Britain and India. We discuss two studies in India, both sited in the state of Gujarat (Figure 11:1): the first on the implementation of a policy innovation in primary education; the second on a literacy project with nomads. Through these personal reflections on qualitative research from the field, we draw out a number of issues that are of methodological as well as cultural significance. We hope this analysis will be of interest to those already involved in or considering north-south collaborative work, and to those with a particular interest in India.
