Charting the Course: Enlightening Perspectives in Research and Teaching from Insider and Outsider Standpoints

The identities individuals embody serve as multifaceted lenses through which researchers, educators, and participants navigate teaching and research contexts. Social relations, institutional dynamics, intersecting identities, and personal knowledge converge to shape decision-making processes in research and pedagogy. This article delves into the intricacies, connections, and educational insights derived from reflective, empathetic, participant, and student-centred approaches to research and teaching. Grounded in my experiences as a transgender and pansexual American postgraduate researcher and university educator, this discussion spans undergraduate and postgraduate psychology instruction on diversity, equity, and inclusion, as well as doctoral research on transgender and gender diverse individuals within the English education system. The narrative underscores the significance of insider and outsider perspectives, emphasising their impact on research methodology and pedagogical design. It examines systemic and pedagogical interventions as essential considerations for fostering inclusivity and equity in educational endeavours such as interviews and participatory co-creative methods and student-centred co-designed classroom content. By reflecting on the challenges and opportunities inherent in negotiating insider and outsider positionality, this article offers insights for future research and teaching endeavours. In sum, this paper provides a first-hand examination of the complexities involved in researching and teaching from diverse perspectives. It underscores the importance of reflexivity, empathy, and centring participants and students in educational practices. Through this exploration, it seeks to inform and inspire research scholars and educators to adopt more inclusive and equitable approaches in their work.