Ethics in Qualitative Research: Controversies and
                    Contexts

Hammersley, Martyn; Traianou, Anna

doi:10.4135/9781473957619

Cited by 223 publications

(164 citation statements)

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“…We must recognize too, of course, that some practical values should operate as ethical constraints on how research is carried out, see Hammersley and Traianou 2012. Even so, his position is different from emotivism, which treats value judgments as expressions of attitude rather than as propositional statements, so that argument is restricted to the factual assumptions they involve (Ayer 1936: 110), and from most kinds of subjectivism, where value judgments are statements about individual preferences (see Frondizi 1971: ch 3). For further discussion of these common criticisms of Weber's position, see Hammersley 2014a: ch 3.…”

Section: Notesmentioning

confidence: 99%

On the Role of Values in Social Research: Weber Vindicated?

Hammersley

2017

Sociological Research Online

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Weber's proposal that social science should aim to be value neutral is now widely rejected. However, I argue that his position was more sophisticated than is generally recognised, and that it is for the most part sound. Clarification of his position is provided, along with an outline of the reasons why it came to be rejected. I suggest that these are, for the most part, based upon misconceptions. I also demonstrate that there are fundamental problems with any notion of normative sociology, ones that are rarely addressed and have not been resolved.

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Section: Notesmentioning

confidence: 99%

On the Role of Values in Social Research: Weber Vindicated?

Hammersley

2017

Sociological Research Online

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“…The academic tradition has tended to rely on the concept of universalised rational subject and liberal humanism of individualistic perspectives which places the duty upon individuals to be ethical (Halse and Honey 2010;Hammersley and Traianou 2012;Brooks et al 2014). Other traditions, including Christianity and Islam, have been part of this historical development in influencing principles and practices of ethics.…”

Section: Sources Of Ethical Thinking and Practicementioning

confidence: 99%

Strengthening Ethics: A Faith Perspective on Educational Research

Mogra

2017

J Acad Ethics

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This article discusses ethical guidelines from the viewpoint of the teachings of Islam and, although not ostensibly different, finds parallels in the manner in which ethics could be conceptualised in the context of research in education. It seeks an alignment between ethics from the perspective of being a professional engaged in educational research with a personal significance based on one's belief, which takes a holistic notion of life. The aims of being ethical researchers seem to be shared in many ways: protection, honesty and integrity. However, there is an added dimension of being accountable to God. The article first locates research within the wider context of Higher Education. Thereafter, to facilitate an understanding of ethics, as viewed from the framework of the Qur'ān, it proceeds to consider the ethical requirements of a university in the West Midlands, England, as a case study to examine the congruence, if any, with some of the ethical teachings of Islam. Based on the preliminary research, this article argues that Muslim researchers in education should be cognisant that their responsibilities are wider. Firstly, they are stewards meaning that the care and well-being of others comes first. Stewardship is both a Biblical and Qur'ānic concept meaning to be guardians. Secondly, by conducting their research in ethical ways, it will mean that they will be performing good deeds. These are meritorious actions rewarded by God. It also clarifies to supervisors and ethics review committees the key principles which might inform the thinking of some researchers from the Muslim community and how their motivations would be ethical.

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“…Yet, as our technologies have arguably changed the instrumentation of human action, renewed discussion is certainly required. Indeed, there is a sizeable body of literature dealing with the methodology of conducting online and technology mediated research and its associated ethics issues (e.g., Beaulieu & Estalella, 2012;Hammersley & Traianou, 2012;Nind, Wiles, Bengry-Howell, & Crow, 2012;Whiteman, 2010;Zimmer, 2010), however a much smaller body of work deals with the peculiar concerns of ethical research practices, decisions and dilemmas involved in using digital technologies in education.…”

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Editorial 32(5): A question of ethics

Heinrich¹,

Henderson²,

Lee³

2016

AJET

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A question of ethicsEducational technology research is fundamentally about understanding the relationship between technology and education which includes learning and teaching. The field is often breaking new ground in terms of exploring the possibilities of technology mediated practices. In doing so new ways to recruit, observe, and interact with participants are being trialled. In addition, digitally mediated contexts, such as virtual learning environments, afford opportunities to gather large volumes of data that were not previously available. We are also finding new ways to analyse, visualise and interrogate across datasets. This is a trend that seems likely to continue. However, in our enthusiasms of trailblazing new ways to recruit, observe, interact, gather and analyse data, we need to consider if our research ethics practices are meeting these new contexts. This is particularly true in education where it is common for researchers to also have roles within the educational institutions, and even be involved in the education of the students under study.

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Ethics in Qualitative Research: Controversies and Contexts

Cited by 223 publications

References 0 publications

On the Role of Values in Social Research: Weber Vindicated?

On the Role of Values in Social Research: Weber Vindicated?

Strengthening Ethics: A Faith Perspective on Educational Research

Editorial 32(5): A question of ethics

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