‘That is NOT what's happening at Horizon!’: ethics and misrepresenting knowledge in text

Rallis, Sharon F.

doi:10.1080/09518398.2010.492808

Cited by 11 publications

(6 citation statements)

References 5 publications

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“…44 The fact that representations of research participants and results are shaped by research biases, and may not accurately reflect how participants perceive themselves, has long been emphasized in qualitative methodological literature. [45][46][47] Furthermore, social science researchers produce various versions of reality, theory, and descriptions of people and places when writing research reports. 48 As such, researchers' language choices shape how people and places come to be known.…”

Section: The Impact and History Of Language Used To Talk About Autismmentioning

confidence: 99%

Avoiding Ableist Language: Suggestions for Autism Researchers

Bottema‐Beutel

Kapp²,

Lester

et al. 2021

Autism in Adulthood

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329

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In this commentary, we describe how language used to communicate about autism within much of autism research can reflect and perpetuate ableist ideologies (i.e., beliefs and practices that discriminate against people with disabilities), whether or not researchers intend to have such effects. Drawing largely from autistic scholarship on this subject, along with research and theory from disability studies and discourse analysis, we define ableism and its realization in linguistic practices, provide a historical overview of ableist language used to describe autism, and review calls from autistic researchers and laypeople to adopt alternative ways of speaking and writing. Finally, we provide several specific avenues to aid autism researchers in reflecting on and adjusting their language choices.

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Section: The Impact and History Of Language Used To Talk About Autismmentioning

confidence: 99%

Avoiding Ableist Language: Suggestions for Autism Researchers

Bottema‐Beutel

Kapp²,

Lester

et al. 2021

Autism in Adulthood

728

329

View full text Add to dashboard Cite

show abstract

“…It is possible to identify two main perspectives or ethical theories influencing educational research: consequentialist and non-consequentialist (Rallis, 2010). Some (e.g., Berry, 2004) categorise consequentialist views as utilitarian or teleological.…”

Section: Research Ethics: Core Issues and Principlesmentioning

confidence: 99%

“…Even those research ethicists who advocate universal principles and non-consequentialist approaches to ethics concede that ethical decision making requires contextualised interpretation and emphasis on relationships (Rallis, 2010;Rallis, Rossman, & Gajda, 2007). In brief, while there are no universal recipes for ethical research, it is reasonable to argue that ethical research in online environments requires a micro-ethical approach (Guillemin & Gillam, 2004) focused on relationship building (Rallis et al, 2007) that attends to issues of power (James & Busher, 2006), seduction, and obscenity (Baudrillard, 2003(Baudrillard, , 2012.…”

Section: Ethical Challenges In Practicementioning

confidence: 99%

“You don't look like your profile picture”: the ethical implications of researching online identities in higher education

Ramírez

Palu-ay

2015

Educational Research and Evaluation

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Social media sites and other contemporary technologies open the possibility for the construction of online identities that are loosely connected to physical bodies; this construction allows individuals to edit their identities constantly, in a continuous process of self-recreation. In parallel, universities utilise printed and electronic media to present themselves in the best light possible through the process of branding, which -it is argued here -constitutes an instance of hyper-real identity assemblage. This article explores the ethical implications of researching brand construction in university advertisements. The authors reflect upon the ethical implications of conducting educational research on university identities when such identities rely on the representations of racially minoritised students. Online identity construction through technology invites a discussion of postmodern notions of self and reality; this article presents an exploration of a postmodern ethics for educational research.

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“…Finally, the principle of justice ensures that both selection and receipt of benefit should be equitable and that procedures are nonexploitative. Only through a morally reasoned relationship between the evaluator and the participants can the dimensions, parameters, and expectations of these principles be ethically defined, negotiated, and shared (see, for example, Hemmings, 2006;Rallis, 2010;Rallis, Rossman, & Gajda (2007); and Rossman & Rallis, 2010 for further discussion of ethical practice and moral principles).…”

Section: From Data To Use: Trust Transparency and Everyday Ethical mentioning

confidence: 99%

When and How Qualitative Methods Provide Credible and Actionable Evidence : Reasoning With Rigor, Probity, and Transparency

Rallis¹

2015

Credible and Actionable Evidence: The Foundation for Rigorous and Influential Evaluations

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‘That is NOT what's happening at Horizon!’: ethics and misrepresenting knowledge in text

Cited by 11 publications

References 5 publications

Avoiding Ableist Language: Suggestions for Autism Researchers

Avoiding Ableist Language: Suggestions for Autism Researchers

“You don't look like your profile picture”: the ethical implications of researching online identities in higher education

When and How Qualitative Methods Provide Credible and Actionable Evidence : Reasoning With Rigor, Probity, and Transparency

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