3,719 research outputs found
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
Ethical learning from an educational ethnography: the application of an ethical framework in doctoral supervision
Full text linkDoctoral research entails ethical as well as methodological learning in relation to project planning, fieldwork and reporting. Ethical considerations can be especially complex with respect to ethnographic research in an international context. This empirical study explores the application and development of an ethical framework which was used to guide reflection and dialogue between a PhD researcher (Rafael) and supervisor (Alison) through a series of ‘Ethical Discussions’ outside formal supervision meetings. The chapter offers an account of the extended dialogue focusing on ethical reflexivity which occurred in these sessions, and the spaces around them.
Through thematic analysis of transcripts from these discussions and related documentary artefacts, we explore the explicit, meaningful and mutual ethical learning which occurred in relation to the ethnographic study of schools in Ethiopia, and the effective use of the ‘CERD’ framework to scaffold and support researcher development. Implications are drawn for doctoral research, ethical review boards, and researcher development more generally
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
Teacher Professionalism in Scotland Post-Devolution
No full textFirst paragraph: This book is written to support teachers who are interested in learning how to develop their practice through taking action in their classrooms. As a group of practitioners working in schools and higher education we hope it will be particularly helpful to those who would like to know more about what it means to learn through engaging in research-led teaching. Each chapter draws on the experience of participants in a professional enquiry programme in Scotland where successful completion on the part of experienced teachers leads to the achievement of Chartered Teacher status
The Journal of George Fox: A Technology of Presence
Full text linkCritics have debated at length whether George Fox\u27s Journal is primarily to be understood within the tradition of seventeenth-century autobiographical writing, or as an historical account of the early Quaker movement. This article suggests that this is a false dichotomy, and argues instead that the Journal might be reconceived as a \u27technology of presence\u27: that is, in its attention both to the figure of Fox and to the detailed chronicling of time and place, its principal narrative impetus was to record, demonstrate and reproduce the presence of the returned and indwelling Christ. The Journal thus constitutes, in its form and narrative procedure, an enactment of core Quaker belief
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
\u27The Journeys of George Fox, 1652-1653\u27: Interim Report on a Research Project and Website
Full text linkThe research project on \u27Early Quakers in the North West\u27 recently issued a test version of the opening sections of the website in which it will publish its findings. Here the project member responsible for the website\u27s construction describes its structure and ethos, and explains why web presentation is particularly well suited to this topic, as a research tool as well as a means of publication. At present the account by George Fox of his travels through \u27the 1652 country\u27 provides the organising narrative thread. A new electronic edition of the three versions of Fox\u27s Journal for 1652-53 showcases how the medium facilitates an editorial presentation and comparison of texts which is much more user-friendly than a printed book. High-resolution scans have highlighted Fox\u27s methods of oral composition. The supporting materials, contemporary and later, on places and routes show the extent of topographical change that has taken place. Biographies and associated contemporary texts are already shifting the focus from Fox\u27s programme to those of the other \u27Publishers of Truth\u27
Repositioning the graphic designer as researcher
Full text linkIn academic terms, the discipline of graphic design is relatively young. Consequently the position of the discipline within academic territory, and the role of the designer, continue to be debated. In part, these debates have been a product of attempts to define and defend the discipline’s borders from within, in order to establish a sense of the role of graphic design and the graphic designer as commensurate with other disciplines both within and beyond art and design. In recent years graphic designers have variously been defined as ‘authors’, ‘producers’ and ‘readers’, yet none of these definitions seem to have provided any kind of productive or lasting impact within the academy. This paper suggests that rather than continue to seek territorial definitions and positions from within, it could be more productive to look beyond the confines of the discipline. Gaining a broader, interdisciplinary perspective on, and understanding of, qualitative research methods from other disciplines may enable the graphic designer to more fully position his or her practice within the wider academy. Such a perspective could help facilitate the repositioning and redefinition of the graphic designer as ‘researcher’ - a move that would be productive in relation to the future development of postgraduate research within the discipline
Country Girls
No full textSites of horror, be they buildings, towns or landscapes, carry their difficult pasts forward. Mnemonic vestiges (like ruins and mounds), word-of-mouth stories, tours, books, paintings and films all contribute to the making of a myth. And while terrifying fact gradually shifts towards more innocuous folklore, perhaps a sinister undercurrent remains more present than one can fully know.
For Anna Fox and Alison Goldfrapp, growing up in and around the town of Alton in the 1970s, a lingering chill hung over Flood Meadows, a bucolic corner of rural Hampshire. The legacy of the gruesome 1867 murder and dismemberment of eight-year-old Fanny Adams, whose body parts were gradually found scattered across the meadows, lingered on – over one hundred years later – in a current threat of violence, in the adolescent fights and misogyny all around them.
We sense a set-up where chocolate-box prettiness hides a much darker tone of aggression. Growing up in the town it was impossible not to know the Fanny Adams story – a Brothers Grimm fairytale based entirely in reality. Alison’s childhood bedroom looked out across the pastoral meadows and she would find her way out of the back of the garden, through hedges and under a large yew tree, to play there.
Anna and Alison met in and around Alton in the early 1980s, hanging out at Chawton House, where Anna was living. At that time, the vast Elizabethan mansion – creaking with Jane Austen associations – had become a kind of paying commune with no defined private spaces, the site of creative activity and dialogue for younger people in the area. It was here in the early 1980s that Anna, then at art school, first photographed Alison in some light-hearted poses.
While never intended as a literal reference, looking back Anna and Alison were clearly affected by the menacing echo of Fanny Adams in their clinical, sometimes dehumanised close- cropped vignettes of isolated legs, hair and other ambiguous bodily features, without face or other obvious signs of pulsing life. Alison remembers: ‘The tights have a sheen to them, I wanted the legs to look shiny, kinda hyperreal. I wanted the whole body to be like a broken doll or shop mannequin. Nude, smooth and fake.’
The overwhelming sense that life in those leafy lanes was an anachronistic, conscious pretence, perpetuated by a community hanging onto a past that perhaps never really was, is explored in the earliest portraits of Alison dressed irreverently in her mother’s clothes from the 1950s and 60s. From this upright start the two moved on to picture Alison discarding her clothes, roaming the woods, bare-bodied, creating spinning dances to ward off dangerous cows, and, finally, to the series of deathly poses in bluebells, pick-up trucks, fields and rivers.
Anna Fox says: ‘It was a kind of exorcism – I felt we were getting back at the countryside. The 1970s and 80s were not nice for young women stuck in villages or isolated hamlets. No internet and little public transport meant you rarely saw anyone to confess to. And once you were old enough to go out in the small town you felt the brunt of Friday-and- Saturday-night male violence every single weekend.’
Photography by Anna Fox.
Performance by Alison Goldfrapp.
Text by Anna Fox and Alison Goldfrapp
- …
