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Social science researchers generate knowledge by engaging in fieldwork where phenomena are studied on a daily basis. While research in the natural sciences can be done with a higher degree of controlled assumptions, study elements and environment. On the contrary, social science research is much more complex and fluid under very dynamic settings, and with less control over research participants. The later presents unique experiences at every moment of fieldwork. This paper is based on my experience of doing fieldwork with smallholder farmers in central Uganda for a period of nine months spread throughout 2017/2018. Adopting the agency-structure theory, I examine the extent to which researchers' agency is optimized while observing the structural boundaries of research ethical practices and field contextual realities. My research reflexivity and positionality are anchored at multiple levels of empirical field work notably: at inception of a research idea, field data collection and dissemination of study results. Each of these levels present varying knowledge and power differences, researcher positioning, best practices and challenges for me as a researcher and to the study. I contend that social science researchers are entwined in a duality of relationship where on one hand they exercise their agency in everyday fieldwork interactions with the research community. On the other hand, researchers' agency is enabled or constrained by the structural rules of the game such as research ethical standards, academic supervisors and mentors' relations, university systems and publishers' requirements. Social science research is a field of continuous learning, thought-provoking, and empowering academic pursuit and career. Thus, researchers must be aware of the ongoing power differences, have a positive attitude to the field challenges; evoke their intuition, subjective position as well as observe the ethical practices in conducting good social science research. Thus, knowledge production within the social science field is an interactive, dynamic and unfolds with the prevails research setting, as well as constructed within the acceptable research standards.

Key word: Researcher, Reflexivity, Positionality, Fieldwork, Social Sciences

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Paper long abstract:

During the last 20 years many centers of excellence have emerged with African science systems, but the concept 'excellence' remains ill-defined and its geographical dimensions are not well understood. This paper introduces the notions of 'global excellence' and 'local' excellence' to study this process and its implications. Where 'global' is primarily determined by reputation in the international scholarly community, 'local' tends to be perceived in terms regional or national socioeconomic considerations.

An empirical quantitative study of global excellence, based on highly-cited research publications with one or African authors, shows a large degree of dependence on collaboration with non-African international partners. Detailed analysis of highly-cited publications produced by 16 research-active universities in Africa also highlights the dependency on foreign aid and international funding for science.

The notion of local excellence remains underdeveloped; information is scarce, performance indicators and measures are virtually non-existent. A critical appraisal of the current situation leads to general recommendations on how global excellence and local excellence can be better aligned, and should be implemented within evidence-based assessment frameworks of African research.

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Formerly displaced young women challenge infantilizing and victimizing language adopted by humanitarian and government institutions. Girls argue concepts like "child mothers" and "child soldiers" are disempowering and deny them access to socially attributed prestige to adulthood yet disassociates them from their childhood. The intersecting nature of their identity thus hinders accessing humanitarian assistance. Due to identity crises young women miss out on assistance targeting either children or women. The concept child mother blames young women for involving in adult (sexual) behaviour. Motherhood is a collective identity which comes along with roles, responsibilities and expectations. Young women thus refrain from problematizing and blaming language. Based on a qualitative study, this article argues that efficient access and use of humanitarian assistance and sustainable post-conflict reconstruction demands self-definition through language. Contextually inclusive language reflective of local experiences and realities must be adopted.

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It is time to hear straight from the horse's mouth. The continuous publication of poor school results from Busoga sub-region makes all the research reports and policy briefs appear ill-focused. This paper seeks to answer one bread question: What do school children know about the contribution of sociocultural factors in Busoga on gender-based violence in schools and the impact on their schooling? This child-focused study, employing both qualitative and quantitative approaches and designs intends to adopt a Vygotskyan sociocultural perspective with learners between ages 9 and 13 as participants from selected public schools in three districts in Busoga sub-region. The study is also informed by a deliberately reviewed pool of literature and traces of social and historic chronicles. The findings and recommendations of this study will help to highlight the importance of a child as a principal stakeholder in their education journey as well as his/her psychohistorical and sociocultural development and the need for condensed attention pitched towards early detection, prevention and elimination of gender-based violence in schools and beyond.