ABSTRACT
In this chapter, the authors focus on joint reflections on positionality in research and education, and processes adopted in three different contexts, two projects conducted in Nepal and one in Kenya. They discuss critical questions surrounding the impact of positionality on relationships build with individuals and communities, as a process in how authors frame, set-up, design, conduct, and reflect on cross-cultural research. This can take place through consistent personal and group reflections in the form of journaling, and time set aside at the beginning and end times of meetings to share out thoughts and reflections. As educators working outside of native contexts, how do authors open ourselves up—recognize and expose our own inner stories—to create space for others to open their hearts and minds to engage in an exchange of ideas within spaces of learning?
