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Chapter 1 – Introduction: Overview of the book
No full textThis chapter sets the scene for this book in two complementary ways. The first part of this chapter explains the different ways that one can make sense of the different approaches to ethics in research and how these different approaches relate to each other. The second part of the chapter looks at some of the different themes that are discussed in the chapters, linking them to the main questions that the papers on which these chapters are founded tried to address in two sessions of the Special Interest Group on Ethnographic Research at the European Conference on Educational Research in 2017. The chapter concludes by giving a brief digest of each of the chapters in this book
Critical ethical reflexivity: Reflections for practice and knowledge
Full text linkReflections on the preceding chapters are scaffolded by a previously published ethical appraisal framework referred to as the CERD framework (Stutchbury and Fox, 2009; Fox and Mitchell, 2019) which draws on four key traditions of Western ethical thinking. This framework is related to an ethical framework commonly used by Ethical Review Bodies in Global North Universities and to educational researchers’ professional code of conduct in the UK, the British Educational Research Association Ethical Guidelines (2018). The reflections make links between ethical and methodological decision-making that authors have discussed in their chapters. In discussing the potential for studies to plan for positive consequences for a range of audiences, the chapter considers how consequential ethical thinking (see Chapter 1) can be reclaimed from merely avoiding negative consequences in research, such as causing harm. It also considers the various ecological spaces with which researchers have to engage to support inclusive educational research, the relationships they need to develop and the responsibilities researchers face with a deontological ethics of care, requiring them to resolve multiple obligations to research participants, gatekeepers, and society in general
Developing Phrónēsis: Challenges and opportunities
Full text linkThis final chapter examines the authors’ reflections, learning and practical adaptations made in response to the four questions which authors were asked to address:
1. What values prompted you to do your research and how did you share these with participants?
2. What were the ethical considerations raised beforehand and how were these tackled in terms of meeting obligations (including to Ethical Review Bodies (ERBs)), maximising benefits and dealing with issues arising during the study and through to publication/dissemination?
3. What does ‘empowerment’ and ‘voice’ mean to you, as a researcher, and how did you express this to the participants?
4. In what ways were the participants given opportunities to be empowered in or through your study?
Comparisons and contrasts are made between the learning by the authors when undertaking ethically and critically defensible qualitative research for education
Introduction
No full textThere are many challenges in undertaking ethically and critically defensible qualitative research for education. The chapter outlines how the book tries to create a safe public space for researchers, whether novice or experienced, to reflect on the complexities of such decision-making. In each chapter, different researchers make explicit their values, how they worked to implement these in their research projects. Questions are raised about representation and voice, power and empowerment and what constitutes ethical research in each project. In so doing, researchers consider the messiness of the lived realities of research projects. This includes the difficulties in gaining ethical approval, especially when proposing methodologies such as visual and digital methodologies or proposing to work with people deemed vulnerable. To scaffold coherence in the book, chapter authors were invited to address a set of key questions, illustrating their answers with examples from their research practices to recount the challenges they faced. The chapters are arranged into two sections, the first focusing on those with and for children and young people and the second on adult learners. In the closing two chapters, the editors reflect on the main themes around ethicality and criticality emerging from the researchers’ accounts
Ethical Reflections on Ethnographic Exposure of Exclusion in PBL Group-learning
No full textThis chapter will address ethnographic exposure of exclusion in group learning: Problem-based learning at Danish universities. The empirical data consists of qualitative interviews in groups and individually with students, teachers and administrators, a qualitative questionnaire, an ethnographic field study of students working in groups and a number of texts about small-group-learning. The research project was founded on, firstly, a curiosity in what is actually going on when students are left to themselves in the PBL-groups. Secondly, the project was inspired by Michel Foucault’s concepts of power, subjectification and critique in this case of the way groups are naturalized in the Danish pedagogical discourse as fundamentally good and unproblematic – which is far from the student’s experiences. Thus, the values were attached to doing critical research in a Foucauldian sense. Although conventional ethical principles and practices of informed consent, opportunities to withdraw and anonymisation were followed, on reflection the author is uncertain if the participants were directly empowered by the research. This chapter uses the concept of ethos i.e. an obligation for the researcher to rethink the researcher role and, to paraphrase Foucault, what they are doing with what they are doing, which may be equivalent with giving the participants a voice.This chapter will address ethnographic exposure of exclusion in group learning: Problem-based learning at Danish universities. The empirical data consists of qualitative interviews in groups and individually with students, teachers and administrators, a qualitative questionnaire, an ethnographic field study of students working in groups and a number of texts about small-group-learning. The research project was founded on, firstly, a curiosity in what is actually going on when students are left to themselves in the PBL-groups. Secondly, the project was inspired by Michel Foucault’s concepts of power, subjectification and critique in this case of the way groups are naturalized in the Danish pedagogical discourse as fundamentally good and unproblematic – which is far from the student’s experiences. Thus, the values were attached to doing critical research in a Foucauldian sense. Although conventional ethical principles and practices of informed consent, opportunities to withdraw and anonymisation were followed, on reflection the author is uncertain if the participants were directly empowered by the research. This chapter uses the concept of ethos i.e. an obligation for the researcher to rethink the researcher role and, to paraphrase Foucault, what they are doing with what they are doing, which may be equivalent with giving the participants a voice.<br/
Phrónēsis and the ethical regulation of ethnographic research
Full text linkThis chapter focuses on the sharp tension between the ‘creep’ of ethical regulation from medicine and psychology across the whole of social science and the practical requirements of doing ethnographic research in education in ways that are ethically satisfactory. One source of this tension is the essential role of phrónēsis (wise judgment) in educational ethnography, as in other forms of research and professional activity. It has been argued that the sort of procedural ‘transparency’ demanded by ethical regulation is impossible, and that attempts to achieve it necessarily have undesirable effects: that they lead ethnographers to become primarily concerned with whether or not they are compliant with regulatory requirements, rather than with making good ethical and methodological judgments. This chapter discusses how ethics committees could facilitate the development of phrónēsis on the part of ethnographers, by encouraging greater attention to the complexities of methodological and ethical issues and exposing individual researchers to diverse views about these
Chapter 4 Ethics and access when consent must come first
Full text linkFormalised procedures to obtain and document informed consent from research participants are at the heart of the shift from informal to formalised research ethics. Critiques claim that the requirements to obtain consent from all potential participants before the onset of a study will make it impossible to do ethnographic research and participant observation in institutional settings such as schools. Drawing on experiences from an ethnographic research project in secondary schools in Norway, the aim of this chapter is to discuss the ethical considerations and, embedded in these, the methodological and analytical challenges involved in doing participant observation in schools where not all pupils and parents have consented to participation in the research. The chapter suggests possible ways forward for tackling these challenges for ethnographic researchers working in schools
Chapter 4 Ethics and access when consent must come first
Full text linkFormalised procedures to obtain and document informed consent from research participants are at the heart of the shift from informal to formalised research ethics. Critiques claim that the requirements to obtain consent from all potential participants before the onset of a study will make it impossible to do ethnographic research and participant observation in institutional settings such as schools. Drawing on experiences from an ethnographic research project in secondary schools in Norway, the aim of this chapter is to discuss the ethical considerations and, embedded in these, the methodological and analytical challenges involved in doing participant observation in schools where not all pupils and parents have consented to participation in the research. The chapter suggests possible ways forward for tackling these challenges for ethnographic researchers working in schools
Implementing Ethics in Educational Ethnography
No full textProviding theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with ensuring culturally sensitive and ethical studies.
The book covers key questions including:
What can researchers expect of ethical review boards?
Where and with whom should dialogue take place about ethicality within research?
What effect does a research focus have on regulation and research practice?
What is the effect of context on ethical practices?
Does the positionality of a researcher have an effect on ethical practices?
How do we ensure that ethicality supports the trustworthiness of research projects?
Using a range of international case studies, Implementing Ethics in Educational Ethnography provides researchers and students with invaluable details about how to navigate the field, ensuring that they can sustain good ethical practice throughout the life of a research project
Implementing Ethics in Educational Ethnography
No full textProviding theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with ensuring culturally sensitive and ethical studies.
The book covers key questions including:
What can researchers expect of ethical review boards?
Where and with whom should dialogue take place about ethicality within research?
What effect does a research focus have on regulation and research practice?
What is the effect of context on ethical practices?
Does the positionality of a researcher have an effect on ethical practices?
How do we ensure that ethicality supports the trustworthiness of research projects?
Using a range of international case studies, Implementing Ethics in Educational Ethnography provides researchers and students with invaluable details about how to navigate the field, ensuring that they can sustain good ethical practice throughout the life of a research project
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