The Echoes of Voice in Education Research Ethics

Midgley, Warren; Davies, Andy; Oliver, Mark E.; Danaher, Patrick Alan

doi:10.1007/978-94-6209-491-8_1

Cited by 6 publications

(6 citation statements)

References 17 publications

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“…Metaphor is an analogy that compares an object or practice to another construct for explorative, communicative or illustrative purposes (Davies, 2013). Accordingly, a metaphor has both descriptive and explanatory power (Midgley & Trimmer, 2013). The two excerpts presented at the beginning of this paper suggest that this power lies in the capacity of metaphor to be contextually relevant, such that it can convey new understandings in meaningful ways.…”

Section: Introductionmentioning

confidence: 99%

Using metaphor to illuminate quality in early childhood education

Fenech

Harrison

Press

et al. 2020

Australasian Journal of Early Childhood

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This paper reports on a study in which educators from four early childhood centres used metaphor to discuss their provision of high-quality early childhood education. Qualitative mining of focus group data confirmed ‘quality’ to be complex, multi-dimensional and value-laden. Findings contribute to understandings of quality in early childhood education through four key themes: ‘quality’ as a synergetic flow; the facilitative stance and impact of leaders in the enactment of leadership; children as active contributors to quality; and the role of love. Metaphor is shown to be a valuable tool that can highlight tangible and intangible quality contributors, how these contributors link together and the contextual specificity from which quality in individual early childhood education settings emanates.

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Section: Introductionmentioning

confidence: 99%

Using metaphor to illuminate quality in early childhood education

Fenech

Harrison

Press

et al. 2020

Australasian Journal of Early Childhood

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“…Universal design is particularly relevant when considering the goal of giving voice to autistic individuals through research participation. There is significant recognition of the difficulties in eliciting the voice of marginalised populations throughout research, (Cook-Sather, 2014;Midgley et al, 2014;Souto-Manning & Winn, 2017) and in particular eliciting the voice of people with disability, including those with autism (Milton, 2014;O'Dell, 2016;Tesfaye et al, 2019;Vaccaro et al, 2015). Considering voice in relation to autistic people presents both figurative and literal wicked problems for researchers.…”

Section: The Value Of Respect For Human Beings Is Central To the National Statement On Ethicalmentioning

confidence: 99%

“…This increased risk of anxiety for autistic individuals results in the identified increased risk of discomfort and/or stress for autistic individuals when participating in research, particularly if this research requires them to take part in interviews where they need to respond directly to questions (Danker, Strnadova & Cumming, 2019;Tozer, 2014). As suggested by Midgley et al (2014), it can be this increased risk of harm experienced by marginalised groups and the focus of ethics committees on the construct of non-maleficence, or 'do no harm', that may actually discourage researchers from engaging in research with these groups. In the case of research with autistic participants, this is a significant difficulty (Milton, 2014;O'Dell et al, 2016).…”

Section: The Value Of Respect For Human Beings Is Central To the National Statement On Ethicalmentioning

confidence: 99%

“…The importance of upholding these values, particularly for marginalised research participants, cannot be denied. Nevertheless, this very protection creates the wicked problem of not conforming to the conceptual understanding of neurodiversity (Midgley, Davies, Oliver & Danaher, 2014). As discussed above, neurodiversity implies that the condition of ASD should not be labelled as medically and functionally inferior to the 'norm', and therefore should not be placed under the label of "…cognitive impairment, intellectual disability or mental illness…" as used with the National Statement on Ethical Conduct in Human Research (NHMRC, 2007(NHMRC, [updated 2018).…”

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confidence: 99%

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Researching Within the Educational Margins

2020

Palgrave Studies in Education Research Methods

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The following chapter will address the many challenges faced when conducting research with the autistic community. In particular, the considerations, challenges and wicked problems that were encountered as the researcher worked towards obtaining ethical clearance for the research study 'Self-determination for the rest of my life: Young autistic adults' insights into the interaction between Queensland secondary school transition practices and post-school quality of life'. The question of why and how autistic people came to be marginalised within education and educational research, and the impact that this has for the people themselves and for research outcomes will be addressed. The specific and evolving strategies employed to address some of the challenges and wicked problems within this research project are shared, while considering the processes needed for developing effective, and at times innovative, strategies to effectively include this marginalised group. Throughout the chapter, concepts and approaches for further engaging the autistic community in communicating their experiences and articulating their voices are woven into the discussion, with the aim of supporting researchers, autistic people and the wider community to engage in reflective dialogues about effective educational research with the autistic community.Autism spectrum disorder (ASD) is a condition in which individuals display differences in how they engage in social communication. Rigid and repetitive interests and behaviours are also exhibited (Diagnostic and Statistical Manual 5 th edition [DSM 5], 2013). Contemporary understandings recognise one condition, autism spectrum disorder, with a strong emphasis on acknowledging the wide spectrum and levels of differences each individual experiences, and the supports required by each (DSM 5, 2013: Vaccaro, Kimball, Wells & Ostiguy, 2015.Thus, the use of the umbrella term 'autism' throughout the chapter is utilised, whilst acknowledging the significant variation that exists between individuals with the same diagnosis.The researcher has both a personal and professional interest in this topic, as both the parent of a young autistic adult, and as an educator who has worked for many years supporting autistic people within the Queensland education system in Australia. Both experiences have shown that education can, and often does, function as an agent of marginalisation for people with autism. Research supports this experience, finding that the majority of individuals with autism experience poor academic and social outcomes throughout school and poor post

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“…Researchers' voices need to be taken into account: their inner voices through reflexive accounts but also the voices through which they construct discourses with their research participants. (p. viii) Relatedly, Midgley, Davies, Oliver and Danaher (2014) expressed a countervailing concern that, while the increasing focus on attending to research participants' voices is laudable, there might be circumstances in which "the voice for researchers' rights is virtually drowned out" (p. 9). Moreover, the influence of context is vital with regard to researcherresearch participant relationships and voices: "What might, in one instance, be emancipatory could, in another instance, be burdensome" (p. 9).…”

Section: Selecting Strategies For Communicating and Articulating Voices In Education Research Projectsmentioning

confidence: 99%

Setting the Scene for Researching Within the Educational Margins: Selecting Strategies for Communicating and Articulating Voices in Education Research Projects

Danaher

Mulligan

2020

Palgrave Studies in Education Research Methods

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Globally, there are multiple individuals and groups whose learning is enacted within the educational margins, and whose status is consequently that of educational fringe dwellers and sometimes border crossers. This status in turn positions them as exhibiting varied forms of otherness in relation to mainstream educational policy-making and provision, and generates both challenges and opportunities for their learning success.Education researchers working with these individuals and groups also face challenges and opportunities in deploying research methods that are genuinely reciprocal, relational and respectful. Drawing on contemporary theorising about educational marginalisation, this chapter elaborates

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The Echoes of Voice in Education Research Ethics

Cited by 6 publications

References 17 publications

Using metaphor to illuminate quality in early childhood education

Using metaphor to illuminate quality in early childhood education

Researching Within the Educational Margins

Setting the Scene for Researching Within the Educational Margins: Selecting Strategies for Communicating and Articulating Voices in Education Research Projects

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