Reciprocity and Constructions of Informed Consent: Researching with Indigenous Populations

Ellis, Jason Brent; Earley, Mark A.

doi:10.1177/160940690600500401

Cited by 40 publications

(23 citation statements)

References 11 publications

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“…She notes that deciding on a topic or purpose of research should reflect the individual researcher's capacity to give back and assist their people. Kovach places emphasis on the point that reciprocity is often achieved through cultural protocols specific to a tribe, such as the Cree practice of giving tobacco as a gift signifying respect and reciprocity (127; see also Ellis and Earley 2006).…”

Section: Reciprocity As Giving Backmentioning

confidence: 99%

Reciprocity in Indigenous Educational Research: Beyond Compensation, Towards Decolonizing

McGregor

Märker²

2018

Anthropology & Edu Quarterly

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With questions about what it means to conduct educational research in Indigenous contexts based on reciprocal relationships, we review key contributions to the literature from Indigenous and qualitative methodologists. We identify four dimensions of reciprocity, extending the notion of reciprocity as transaction or compensation. To design research that fulfills decolonizing commitments, we find resonance with the conceptualization of reciprocity as a "stance" (Trainor and Bouchard 2013), rather than being achieved through any particular method. [Decolonizing; Indigenous education; reciprocity; research methodologies]While this quote is about teaching and learning, it can be extrapolated to research. Reciprocity might produce greater equilibrium and congruence between researchers affiliated with the academy and their research participants, often affiliated with the community-recognizing there are many variations within, between, and beyond these categories.

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Section: Reciprocity As Giving Backmentioning

confidence: 99%

Reciprocity in Indigenous Educational Research: Beyond Compensation, Towards Decolonizing

McGregor

Märker²

2018

Anthropology & Edu Quarterly

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“…As comprehensive and varied as much of the research in ESL is, little of what has been written addresses the ethical considerations inherent in and raised by ESL research. In contrast, ethical considerations for research are being discussed in various other disciplines such as medicine and nursing (Edwards, Lilford, Thornton, & Hewison, 1998;Turale, 2006), psychology and psychological counseling (Fisher, 2004;Stuart, 1998;West, 2002), Aboriginal studies (Ellis & Earley, 2006;Piquemal, 2001), and anthropology (Gottlieb, 1997). By extension, therefore, it seems appropriate that ethical issues in ESL research should also be identified and examined, especially because much of the research in ESL is conducted by teacher-researchers and/or researchers in countries where ethical concerns may not be addressed formally or by encompassing human 2 JOANNA KOULOURIOTIS rights legislation.…”

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confidence: 99%

Ethical Considerations in Conducting Research with Non-native Speakers of English

Koulouriotis¹

2011

TESL

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IntroductionOver the last 30 years, research into English-as-a-second-language (ESL) acquisition and instruction has expanded exponentially. As comprehensive and varied as much of the research in ESL is, little of what has been written addresses the ethical considerations inherent in and raised by ESL research. In contrast, ethical considerations for research are being discussed in various other disciplines such as medicine and nursing (Edwards, Lilford, Thornton, & Hewison, 1998;Turale, 2006), psychology and psychological counseling (Fisher, 2004;Stuart, 1998;West, 2002), Aboriginal studies (Ellis & Earley, 2006;Piquemal, 2001), and anthropology (Gottlieb, 1997). By extension, therefore, it seems appropriate that ethical issues in ESL research should also be identified and examined, especially because much of the research in ESL is conducted by teacher-researchers and/or researchers in countries where ethical concerns may not be addressed formally or by encompassing human 2 JOANNA KOULOURIOTIS rights legislation. However, even in countries such as Canada where all universities have research ethics boards (REBs), it is important to investigate whether the ethics protocols laid out by university REBs adequately address the needs of researchers working with participants who are non-native speakers of English.The purpose of this study was to investigate the ethical concerns of researchers in the education faculty at a Canadian Prairie university whose participants are frequently non-native speakers of English and to consider these concerns in the light of the REB protocols in this university. Specifically, this study aimed to determine what ESL researchers considered the most salient ethical issues when conducting research with participants for whom English is not a first language-such as international students, newcomers or immigrants to Canada, and Aboriginal people-and to explore how researchers address these issues. This study also sought to investigate whether researchers felt that the ethical requirements laid out by the REB at this university sufficiently addressed the needs and concerns of education researchers working with non-native English-speaking participants. My specific research question is: What are the main ethical concerns of researchers who conduct research with non-native speakers of English? Additional research questions include: How do researchers address these ethical concerns or issues in their own research? How sufficiently do REBs such as the education REB at this university address these concerns?

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“…• Formulism: an over-reliance on standardised, 'tick-the-box' analyses that mask the complexity of the social context within which research takes place and confines Indigenous philosophies and practices to a narrow sub-set of standardised, heavily proscribed protocols (Hammersley, 2006). • Individualism: privileging autonomous research participants, which leads to informed consent processes that problematise collective decision-making and informed consent protocols (Ellis and Earley, 2006;Glass and Kaufert, 2007;Piquemal, 2000;Wax, 1991).…”

Section: Indigenous Critique Of Research Ethics Boardsmentioning

confidence: 99%

Research ethics, informed consent and the disempowerment of First Nation peoples

Tauri

2017

Research Ethics

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Recently, Indigenous commentators have begun to analyse the way in which institutional Research Ethics Boards (REBs) engage with Indigenous researchers and participants, respond to Indigenous peoples' concerns with academic research activities, and scrutinise the ethics proposals of Indigenous scholars. Of particular concern for Indigenous commentators is that the work of REBs often results in the marginalisation of Indigenous approaches to knowledge construction and dissemination, especially in relation to the vexed issue of informed consent. Based on analysis of the results of research with Indigenous researchers and research participants, this paper argues that institutionalised REBs' preference for 'universal' and 'individualised' approaches for determining ethical research conduct marginalises Indigenous approaches to ethical research conduct. The paper concludes by calling for a decolonisation of REB processes through recognition of the validity of communal processes for attaining the informed consent of Indigenous research participants.

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Reciprocity and Constructions of Informed Consent: Researching with Indigenous Populations

Cited by 40 publications

References 11 publications

Reciprocity in Indigenous Educational Research: Beyond Compensation, Towards Decolonizing

Reciprocity in Indigenous Educational Research: Beyond Compensation, Towards Decolonizing

Ethical Considerations in Conducting Research with Non-native Speakers of English

Research ethics, informed consent and the disempowerment of First Nation peoples

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