Situated Ethics in Educational Research

Simons, Helen; Usher, Robin

doi:10.4324/9780203354896

Cited by 44 publications

(21 citation statements)

References 39 publications

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“…We had a difficult time and consequently became curious about how it was for others. However, with notable exceptions such as Burgess (1984), Nind et al (2005) and Simons and Usher (2000) the available literature concerning educational research ethics largely took a meta-ethical overview, or was negatively critical about the ethics review process per se, or came from America and focused specifically on the workings of the Institutional Review Boards (IRBs) in that country. We, therefore, decided to investigate whether and to what extent Mark Israel and Iain Hay's claim that: social scientists are angry and frustrated.…”

Section: Introductionmentioning

confidence: 98%

Ethical research, academic freedom and the role of ethics committees and review procedures in educational research

Sikes¹,

Piper²

2010

International Journal of Research & Method in Education

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IntroductionOur aim is to re-present and reflect educational researchers' lived experiences of ethical review committees and procedures. We decided to put together this collection as a result of what happened to us when we sought clearance for an undoubtedly sensitive study of the perceptions and experiences of male schoolteachers (and those of members of their families, their friends and colleagues) accused of sexual misconduct with female students which they said they had not committed and of which they were eventually cleared or where the case was dismissed (Sikes and Piper 2008, 2010). We had a difficult time and consequently became curious about how it was for others. However, with notable exceptions such as Burgess (1984), Nind et al. (2005) and Simons and Usher (2000) the available literature concerning educational research ethics largely took a meta-ethical overview, or was negatively critical about the ethics review process per se, or came from America and focused specifically on the workings of the Institutional Review Boards (IRBs) in that country. We, therefore, decided to investigate whether and to what extent Mark Israel and Iain Hay's claim that:

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Section: Introductionmentioning

confidence: 98%

Ethical research, academic freedom and the role of ethics committees and review procedures in educational research

Sikes¹,

Piper²

2010

International Journal of Research & Method in Education

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“…I would suggest that these adaptations are fundamentally issues of practical or 'situated ethics' (Simons and Usher 2000) since they seek to maximise beneficence ('doing good') in the context of routine decision-making.…”

Section: Participatory Videomentioning

confidence: 99%

Travels with a Flipcam: bringing the community to people with dementia in a day care setting through visual technology

Capstick¹

2011

Visual Studies

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“…After each round of interview, team meetings were held to decide on the focus of the next interviews and several meetings were held at the end to review concepts and themes. Consent was understood to be ongoing (Simons and Usher 2000), that is, students were reminded of their freedom to withdraw from the study at any time.…”

Section: Introductionmentioning

confidence: 99%

Knowing how to feel about the Other? Student teachers, and the contingent role of embodiments in educational inequalities

Kitching

O’Brien

Long

et al. 2014

Pedagogy, Culture & Society

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This paper explores affective dimensions to the positioning of teachers within persistent educational inequalities. Drawing on Sara Ahmed's concept of 'affective economies', we argue that inequalities are not maintained through how teachers and student teachers 'feel about' 'different' students per se. Rather, the very possibility of becoming a particular subject and object of feeling is itself already part of the production of learner differences and inequalities. We examine how affects circulate to shape particular objects (e.g. a teacher's physical body) and collective attachments to particular signs (e.g. 'the national teaching body'). We argue that contemporary changes to Irish and European teacher education policy reinforce rather than question educational inequalities. They produce and align 'shock' at student underachievement with teachers' physical and collective bodies, while 'sympathetically' responsibilising teachers to professionalise in order to cope with or compensate for persistently 'different' and/or underachieving students. To explain how this process is lived and resisted, an analysis of interviews with our own student teachers explores how the affective economy which constitutes teacher education may become contingently directed in socially just or unjust ways.

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Situated Ethics in Educational Research

Cited by 44 publications

References 39 publications

Ethical research, academic freedom and the role of ethics committees and review procedures in educational research

Ethical research, academic freedom and the role of ethics committees and review procedures in educational research

Travels with a Flipcam: bringing the community to people with dementia in a day care setting through visual technology

Knowing how to feel about the Other? Student teachers, and the contingent role of embodiments in educational inequalities

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