Hargreaves, E; (2017) Using action research to explore the role of the international academic consultant: Drawing on participants’ perceptions in a teacher development project in Pakistan. Teacher Development , 22 (1) pp. 1-15. 10.1080/13664530.2017.1298534.

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Abstract

This paper problematises the involvement of UK academic consultants in professional development projects among teachers in developing, low-income nations. The context for this exploration was a four-year project in Pakistan in which I gave input as a UK consultant. I aimed to avoid reproducing ‘structures that undermine the achievement’ of goals related to educational improvement and increased social justice. I recognised that a means for gaining insights into these issues was through asking participants their perceptions, reflecting on these, acting on insights and then asking more questions in a continuous cycle of action and reflection. Participants in this case were head teachers and senior teachers from a range of private schools in Pakistan, including some of the wealthiest school chains. My findings were that participants did value the presence of the international consultant because they believed s/he held more authority than local experts in many respects. However, participants valued the chance for activities and dialogue among their professional compatriots most of all.

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