This autoethnography makes use of 10 years of field notes that the author collected while living and working as an educational researcher in Greenland and Hawaii. Using Kaomea’s framework for thinking about when non-Native people should step forward, step back, or step out, the author’s analysis of these field notes indicates that she struggled around knowing her role in these post-colonial communities. The author was hesitant in moving into leadership positions in Greenland because it was only recently decolonized and she feared being perceived as someone interested in usurping qualified Greenlanders to fill important leadership positions. However, in Hawaii, which has had more time to consider its colonial past, the author felt less threatened, which gave her greater freedom to explore opportunities for where she could step forward. The study provides another dimension on white researchers working in post-colonial educational settings, and demonstrates the complexity of navigating post-colonial settings even in circumstances where researchers have personal experience with these power dynamics.

中文翻译：

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知道何时前进，后退或退出：在两个后殖民时代的教育背景下白人研究人员的自传

这项民族志学利用了作者在格陵兰岛和夏威夷作为教育研究人员的生活和工作期间收集的10年田野笔记。利用考美亚的框架来思考非本地人何时应该前进，后退或退出，作者对这些实地记录的分析表明，她在努力了解自己在这些后殖民社区中的角色时遇到了困难。撰文人对进入格陵兰岛的领导职位犹豫不决，因为这是最近才被非殖民化的，她担心自己被视为有兴趣篡夺合格的格陵兰人以填补重要的领导职位。但是，在夏威夷有更多时间考虑其殖民地历史的情况下，撰文人受到的威胁较小，这给了她更大的自由，让她有机会探索可以前进的地方。