Ethics and Research in Inclusive Education

Sheehy, Kieron; Nind, Melanie; Rix, Jonathan; Simmons, Katy

doi:10.4324/9781315018171

Cited by 11 publications

(12 citation statements)

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“…Proponents of this concept believe that one's identity creates a particular view of the world which then produces knowledge that is viewed as authentic 1 and more valid because it is grounded in the experiences of those being researched (Nind, 2014). People considered insiders, by virtue of their personal experience, are believed to have information that traditional researchers (outsiders) cannot access.…”

Section: Peer-interviewingmentioning

confidence: 99%

Enriching qualitative research by engaging peer interviewers: a case study

Devotta

Woodhall-Melnik

Pedersen

et al. 2016

Qualitative Research

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Engaging peer-interviewers in qualitative inquiry is becoming more popular. Yet, there are differing opinions as to whether this practice improves the research process or is prohibitively challenging. Benefits noted in the literature are improved awareness/acceptance of disenfranchised groups, improved quality of research, and increased comfort of participants in the research process. Challenges include larger investment in time and money to hire, train, and support peerinterviewers, and the potential to disrupt peer recovery. We illustrate, through case study, how to engage peer-interviewers, meet potential challenges, and the benefits of such engagement. We draw upon our experience from a qualitative study designed to understand men's experiences of problem gambling and housing instability. We hired three peers to conduct semi-structured qualitative interviews with 30 men from a community-based organization. We contend, that with appropriate and adequate resources (time, financial investment), peer-interviewing produces a positive, capacity building experience for peer-interviewers, participants and researchers.

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Section: Peer-interviewingmentioning

confidence: 99%

Enriching qualitative research by engaging peer interviewers: a case study

Devotta

Woodhall-Melnik

Pedersen

et al. 2016

Qualitative Research

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“…Todas las instituciones con las que hemos llevado a cabo las investigaciones, y digo con, porque no investigamos sobre las personas y las organizaciones sino con ellas (Hernández, 2011;Nind, 2014), incorporan en sus Planes de Centro y Diseños Curriculares, referencias específicas al desarrollo de las competencias propuestas en los documentos oficiales. Los elementos que configuran las competencias sociales y cívicas, se suelen encuentrar contempladas en la organización del centro y como garantes de la convivencia.…”

Section: El Largo Camino Del Papel a La Práctica Educativaunclassified

Discursos y prácticas en torno a las competencias en educación

Sancho

2017

Fonseca, Journal of Communication

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RESUMENEn este artículo, basado en el conocimiento elaborado a través de distintos proyectos de investigación realizados en los últimos años, en primer lugar, argumento la dificultad de crear discursos y propuestas desde el campo de la educación debido, entre otros factores, a la escasez de medios y recursos para la investigación educativa. En segundo lugar, se sitúa el contexto de los cambios sociales, políticos, económicos, culturales y tecnológicos que han dado lugar a la aparición y expansión, sobre todo desde el campo empresarial, de los discursos sobre la importancia y conveniencia de poner en práctica una visión de la enseñanza basada en las competencias. También discuto las fortalezas, dificultades y peligros que esto conllevan. En tercer lugar, considero las propuestas realizadas por distintos organismos internacionales y su aplicación en el sistema educativo español. A continuación, exploro la dificultad de generar cambios sustantivos en la enseñanza y el aprendizaje, a partir de la promulgación de los reales decretos que estipulan la obligatoriedad de introducir las consideradas competencias básicas en los currículos escolares. El artículo finaliza con algunas conclusiones y propuestas para pensar.Palabras clave: Cambio educativo; competencia digital; competencias sociales y cívicas; condiciones de enseñanza; política educativa; práctica educativa. ABSTRACTIn this paper, based on the knowledge elaborated through different research projects carried out in recent years, I first argue the difficulty of creating discourses and proposals from the field of education due, among other factors, to the scarcity of means and resources for educational research. Second, I refer to the social, political, economic, cultural and technological changes that have led to the emergence and expansion, especially from the business field, of the discourses on the importance and convenience of implementing competency-based teaching and learning processes. I also discuss the strengths, difficulties and dangers that this entails. Thirdly, I consider the proposals made by different international organizations and their application in the Spanish education system. Next, I explore the difficulty of generating substantive changes in teaching and learning, from the enactment of the real decrees that stipulate the obligation to introduce the considered basic competences in the school curricula. The article ends with some conclusions and proposals for thinking.

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“…Similarly, there is resonance in the idea that this collaboration should redress injustice in that inclusive research is about redressing the wrongs done when research has labelled, pathologized and colonised its subjects (Nind, 2014). The reciprocity principle is true of inclusive research in being fundamental to the idea of bringing into dialogue different ways of knowing for the benefit of all.…”

Section: Timebanks As a Potential Solution To Inequality In Payment Amentioning

confidence: 99%

“…Seyfang and Smith (2002) found that a strong local presence helped build group cohesiveness and stimulate exchanges which enabled the working of TimeBanks. Inclusive research networks have been effective locally, where exchanges may happen informally (Nind, 2014), but we were interested in something that would work beyond the local and informal, hence our focus was on an online TimeBank.…”

Section: Stage 1 Checking the Validity Of The Ideamentioning

confidence: 99%

“…In Australia, 'inclusion in research of people with disability, their families and representative organizations' has been 'embedded as a principle in Australia's first national disability research agenda (Disability Policy & Research Working Group, 2011)' (Bigby et al, 2014, p. 3). Across other research areas and in different disciplines, researchers are increasingly blurring the activist-academic interface, including working with climate justice networks, domestic violence NGOs and unemployed people (Wynne-Jones, North and Routledge, 2015), older people, children, people using health services or rejecting mental health services and so on (Nind, 2014). While these examples of inclusive research might involve as active researchers different kinds of marginalised groups, our focus is on research with people with learning disabilities in particular.…”

Section: Introduction: Background To Inclusive Research and The Potenmentioning

confidence: 99%

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TimeBanking: towards a co-produced solution for power and money issues in inclusive research

Nind

Armstrong²,

Cansdale³

et al. 2016

International Journal of Social Research Methodology

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This paper explores the potential of an online TimeBank for inclusive research to address some of the challenges related to the unequal distribution of power and money for researchers within and outside the academy working in collaboration. The problem, the concept of TimeBanking, and the relationship of TimeBanking to inclusive research principles are explained. The case is made for developing an online TimeBank for inclusive research, and an account is given of initial co-production of a prototype by an English interdisciplinary academic team and a Welsh workers cooperative set up and run by people with and without learning disabilities aiming to make public life more inclusive. The paper concludes that, while the concept is some way from becoming a reality, a hybrid digital-physical TimeBank, if accessible and flexible enough to attract usage, has potential for supporting democratised, inclusive research in practice.

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Ethics and Research in Inclusive Education

Cited by 11 publications

References 0 publications

Enriching qualitative research by engaging peer interviewers: a case study

Enriching qualitative research by engaging peer interviewers: a case study

Discursos y prácticas en torno a las competencias en educación

TimeBanking: towards a co-produced solution for power and money issues in inclusive research

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