1,721,083 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
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
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Virtue ethics and being a researcher: Introduction to ethical decision-making
No full textWhilst the main body of this book focuses on illustrating the British Educational Research Association’s fifth edition of its ethical guidelines for educational research (BERA, 2024) in action, this chapter steps back to set the scene by looking at how culturally situated values affect how researchers enact any set of guidelines. It does so by taking a meta-ethical viewpoint to explore the basis for how and why researchers and those who participate in their studies might value different virtues and vices in their own lives and those of others. Virtue ethics is a framework which offers one way of looking globally at what might be expected of a researcher and a researcher can expect of those they interact with, as they seek to put into practice any set of ethical guidelines they have chosen to take advice from. The chapter explores commonalities and divergences in different cultural expressions of virtuous living to leave a reader with an awareness of how different views of virtuous behaviour, might inform decisions made in the course of research
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
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Conclusions for the Ecological Web of Educational Research
No full textThis chapter explores how the British Educational Research Association’s ethical guidelines for educational research can be seen to align with the Global TRUST Code of research ethics (TRUST, 2018). This is a code built from wide international collaboration, including drawing on the perspectives of marginalised communities, which calls for all researchers to uphold the code as universal guidance. BERA’s ethical guidelines are mapped against the principles and articles of the TRUST code and the issues raised in the code illustrated as pertinent to educational research through reference to the chapters in this book. An ecological approach promotes thinking about the relevance of guidelines for different stakeholders in research. The principles of Fairness, Respect, Care and Honesty are illustrated as to how researchers themselves can be supported, as well as the agendas, needs and interests of funders, sponsors, gatekeepers, participants and research users. The adoption of the Global TRUST framework allows reflections on future directions for the BERA guidelines in terms of inclusion, care, epistemic justice, sustainability for the planet and a commitment to wellbeing
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
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
Socio-mapping and the relational resilience of and for training teachers
Full text linkEarly career teacher attrition is an international concern. Trainee teachers come from diverse backgrounds, with different ages and motivations. English post-graduate teacher training programmes are a year-long and intense, with time split between placements in schools and study in a training provider setting. This chapter reflects on one element of a research and development project commissioned by a large School-Centred Initial Teacher Training Provider (SCITT) in England to examine the social dimension to trainee needs and support. The focus is to evaluate, methodologically and ethically, the role of a socio-mapping tool developed for use with trainees to reveal their social networks. This book chapter draws on two years of data collection, involving 352 maps from 189 trainees. Trainees’ personal networks are concluded to be important to make explicit and discuss. This helps understand an individual’s relational resilience and how this might contribute to their successful entry into the profession. The challenges discussed in this chapter include how best to capture data to benefit both the wider project and individual trainee participants. Key issues included decision-making around trainee recruitment to the project, clarity about who owns the data, under what circumstances it was best generated and how it might be used
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
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