This article, based on theoretical reflections and empirical examples, outlines dilemmas in the social positioning of postgraduate research when students are challenged with their locations as insiders and outsiders in terms of the issues they investigate in Development Studies. Encountering the “other” and oneself in, against and beyond the scholarship-activism binary offers fertile ground for engaged research yet is entangled with configurations of power and regulation in academia. This argument is developed by drawing on three recent examples of postgraduate research production and a quantitative rapid appraisal of postgraduate production at a tertiary institution. The analysis of quantitative data and case studies evinces particular issues in outsourcing of knowledge production, researcher reflexivity, possibilities for co-production and tenacious anticipatory-procedural ethics as embedded in institutional practices and orthodoxies that direct, enable and constrain such matters. The author questions the normalisation of knowledge-production power when the imperative to mutual, inclusive learning, coupled with critical self-reflection by researchers in Development Studies is thwarted. Possibilities to overcome these dilemmas in Mode three institutions are suggested.

中文翻译：

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南非的反思反思和研究生研究培训

本文基于理论反思和实证示例，概述了当学生在发展研究中所研究的问题上面临着作为内部人和外部人的位置的挑战时，研究生研究的社会定位面临的困境。在“学术行动主义”二元对立面之外以及与之对立的“他人”与自己相遇，为从事研究提供了沃土，但又与学术界的权力和监管格局纠缠在一起。该论点是通过利用三个最近的研究生研究成果实例以及对大专院校研究生研究成果的定量快速评估得出的。定量数据分析和案例研究表明，在知识产品外包，研究人员反思，嵌入，指导，支持和约束此类事务的制度实践和正统观念中包含的共同生产和顽强的预期程序伦理的可能性。当相互包容的学习的必要性以及发展研究中研究人员的批判性自我反思受到阻碍时，作者质疑知识生产能力的规范化。建议在模式三的机构中克服这些困境的可能性。