Crossing the Divide between Theory and Practice: Research and an Ethic of Care

Ward, Lizzie; Gahagan, Beatrice

doi:10.1080/17496535.2010.484264

Cited by 30 publications

(24 citation statements)

References 7 publications

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“…These reflection meetings also enabled the team to adjust to the needs of co-researchers. This way of working is in line with a care-ethical approach to participatory research (Ward and Gahagan 2010). Attentiveness, responsibility, competence, responsiveness and trust are all key virtues in such an approach.…”

Section: Discussionmentioning

confidence: 88%

“…This paper describes a journey and the experiences of the travellers undertaking it in order to provide readers with a vicarious experience (Abma and Stake 2001). Each such mixed research team should start its own journey from a care-ethical approach, and adjust the collaboration to the particular features of the project, the context and the people involved in the collaboration (Ward and Gahagan 2010). In doing so, each particular source of knowledge and each individual can have its own place and can be seen as valuable to the whole.…”

Section: Discussionmentioning

confidence: 99%

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Older people as co-researchers: a collaborative journey

et al. 2013

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In recent years there has been a distinguishable trend towards user involvement in ageing research. Researchers and policy makers both are increasingly convinced that user involvement is necessary to adapt research questions and methods to meet the needs of older people. Little is known, however, about the quality of collaborations between older people and researchers. This study systematically evaluates a collaboration undertaken between two academic researchers and three older people acting as co-researchers in an effort to identify the conditions required for equal collaboration. To evaluate the collaboration the co-researchers and academic researchers took part in individual in-depth interviews (after six months) and two reflection meetings (after six and 12 months). Throughout the collaboration, field notes were taken by both academic researchers and co-researchers. A detailed description of the collaboration is provided here, using the metaphor of a journey to illustrate the dynamics and the learning process of the participants. Interim reflection meetings – at which mutual expectations were expressed along with a frank discussion of prejudices, tasks and role divisions, and the sharing of personal and project-related needs and information – were found to be fruitful in achieving a positive working relationship and fostering an effective collaboration. We conclude that a learning perspective on participation can be a resource for learning and adaptive change.

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Older people as co-researchers: a collaborative journey

et al. 2013

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“…Research is relational and requires care. 6 Attentiveness -to all involved in the research. Consideration of the political colonial context, attention to methodologies and access to Māori knowledge.…”

mentioning

confidence: 99%

Decolonising research practices with the ethics of care

Brannelly

2016

Nurs Ethics

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Decolonising practices in health, education and research have been high on the indigenous agenda for many years. Assuming expertise from a Western perspective is assuming a dominant and colonising position, one which fails to recognise the expertise and worldview of colonised societies, and subsequent implications. Johnstone 1 recently wrote about the need for decolonising nursing ethics, adding to a growing movement reclaiming indigenous knowledge in Aotearoa New Zealand, Canada, and more recently Australia. Having worked in Aotearoa New Zealand from 2006-2015, I was fortunate to build partnerships with Māori mental health service users Te Kowhao in mental health education and with Dr Amohia Boulton in research. I learned a lot about relationality and the priorities that govern Māori life. Learning from Māori was a key to understanding how to contribute in a way that avoided adopting a dominant position that echoed colonising practices. My understanding about how to contribute was developed from the ethics of care 2 concern for justice, equality and freedom. Understanding power and a commitment to avoid domination are required. Centralising the experience of indigenous people, historically and in the present, and an awareness that actions and responses may infer dominant colonising practices provide an opportunity to approach indigenous people to begin a conversation. Migrating to a new country, even in the privileged position of the lifestyle migrant, has its challenges. As an academic, one of these challenges was issued to me on reading Linda Tuiwai Smith in Denzin and Lincoln: 3. .. the term research is inextricably linked to European imperialism and colonialism and is one of the dirtiest words in the indigenous dictionary. .. as knowledge is collected, classified and then represented back to the West. The word research stirs up anger, silence and distrust.

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“…Founded on principles of attentiveness, responsiveness, competence and responsibility (Tronto, 1993), it provides a conceptual framework for understanding often vaguely expressed notions about researchers' 'own moral frameworks' for guiding ethical research as they emerge in its production and dissemination (Fink and Lomax, 2012). The four principles are discussed in detail elsewhere (Tronto, 1993;Ward and Gahagan, 2010). For the purposes of this article, I focus specifically on the principles of attentiveness and responsibility and the ways in which these values supported me to navigate, to greater or lesser extent, individual participants' wishes with my responsibilities to the wider group, neighbourhood and communities in which the research was located.…”

Section: Navigating the Ethical Challenges Of Participation Voice Anmentioning

confidence: 99%

Seen and heard? Ethics and agency in participatory visual research with children, young people and families

Lomax

2015

Families, Relationships and Societies

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This article examines the ethical responsibilities engendered by participatory visual research with children and young people, focusing on the challenges that can emerge in the production and dissemination of research seeking to visually portray their experiences. The article considers the possibilities of a feminist ethics of care for working co-productively with participants in order to resolve conflicts between individual and collective voices, researchers’ agendas and the ways in which images may be understood by audiences.

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Crossing the Divide between Theory and Practice: Research and an Ethic of Care

Cited by 30 publications

References 7 publications

Older people as co-researchers: a collaborative journey

Older people as co-researchers: a collaborative journey

Decolonising research practices with the ethics of care

Seen and heard? Ethics and agency in participatory visual research with children, young people and families

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