Abstract
This chapter draws on the first-named author’s doctoral research with a group of female undergraduate students at Dhofar University in Oman, a Muslim Sultanate in the Middle East. The data corpus included responses to a questionnaire, semi-structured interviewsSemi-structured interview/s with the students, the first-named author’s critically framed observations of the context in her role as the students’ English language teacher and her analysis of the late Sultan’s royal decrees that framed and implemented Omani government policies. The second-named author contributed the chapter’s conceptual framework, which was centred on critical interculturality (Dervin, Interculturality in education: A theoretical and methodological toolkit. Basingstoke, UK: Palgrave Pivot/Palgrave Macmillan, 2016; Critical interculturality: Lectures and notes. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2017) as a vehicle for generating new and potentially transformative approaches to researching within the educational margins. These approaches centre on ethical and rigorous contestations of cultural essentialism and hegemony, and on resisting strategies of exclusion and othering.