Abstract
This article examines the critical role of researcher self-examination when studying philanthropy through a historical lens. Drawing on the work of qualitative researchers such as Connelly and Clandinin (1987, 1990), Tufford and Newman (2012), and Vagle, Hughes and Durbin (2009) among others, it presents one study of the philanthropic efforts of the General Education Board as a call for researchers to use the qualitative research techniques of bracketing and bridling to confront their own biases.
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