The Ethics of Difference: Ethical Dilemmas of External Researchers

Tatebe, Jennifer

doi:10.1007/s10805-015-9236-4

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…Mandating researchers to submit their research plans to ethics committees before gathering any data involving humans is often not a joyful or productive one for either party." Amidst these concerns, the value of RECs in limiting unacceptable research practices and promoting ethical research practices is also acknowledged [2,3,27]. Bond [28] and Mertens [29] highlight issues involved in educational and social sciences research which require such research to be ethically cleared.…”

Section: Background To Research Ethics Committeesmentioning

confidence: 99%

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Educational Research Ethics Committees as Space for Situated Learning in Higher Education

Madikizela-Madiya

Motlhabane

2022

Education Research International

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This paper contributes a different perspective to the debates regarding the role of research ethics committees (RECs) in educational and social sciences research. It identifies limited explicit engagements from such debates about how academics who serve in RECs can learn from these committees towards academic growth and development in and beyond being ethical researchers. We (the authors) follow a duoethnographic method to reflect on our experiences of learning from one committee in a South African university. We argue that, notwithstanding the identified shortcomings in some of the REC committees, they can also be spaces for situated learning. Based on our experience, we identify several ways in which these committees can be resourceful. (1) They can empower the less experienced members through observation and interaction with the experienced. (2) They provide opportunities for the transfer of “knowledge power” to beyond the committee for quality research and postgraduate supervision practices. (3) They can be a solution to the limited research supervision capacity in some institutions. The paper also extends the understanding of the situated learning theory as we add ‘visitors’ as an element of the community of practice.

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Section: Background To Research Ethics Committeesmentioning

confidence: 99%

“….]." erefore, research ethics should be ensured in considerate ways, considering the distinction "between ethics as a process of application and being an ethical researcher," according to Tatebe [27].…”

Section: Background To Research Ethics Committeesmentioning

confidence: 99%

Educational Research Ethics Committees as Space for Situated Learning in Higher Education

Madikizela-Madiya

Motlhabane

2022

Education Research International

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“…Persistent engagement in ethics considerations in community-based participatory research is important. Tatebe (2015) argues that the necessity to 'get through' (p. 233) the ethics review and approval process places greater emphasis on ethics as a static process over conducting ethical research. According to Tolich (2016), this is possibly because ethics committees ask only three questions-'what is the research about, what are the ethical issues raised by that research, and how will the researcher address those issues?…”

Section: Encouraging Both Principlist and Contextual Ethics Responses And Supportmentioning

confidence: 99%

Traversing Ethical Imperatives: Learning from Stories from the Field

Treharne

Mnyaka

Marx

et al. 2018

The Palgrave Handbook of Ethics in Critical Research

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What lessons stand out across the four sections of this handbook? How do the rich, storied examples of research shared in each chapter take critical researchers forward in thinking through the complexities of conducting ethical research? In this conclusion, we home in on some of the implications of the grounded exercise in which we engage throughout this handbook.The stories from the field shared in each chapter form a series of critical interventions that invite discussion about the status quo and the future of research ethics as applied to critical research. Stories about critical research have the effect of creating an opportunity to reflect on ethically important moments in the unfolding research processes. Rarely is there an opportunity for detailed ethical reflection in empirical research articles, and as Brinkmann and Kvale (2017) note, 'In today's handbooks and textbooks of psychology and other social sciences, the ethics chapter is often a small and marginal chapter, if included at all' (p. 260). That is not to say that there is not a vast

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“…Finally, construction of the researcher is unsettled by notions of ethics in research practice. Tatebe (2015) suggested that “researcher” is a political identity, particularly as an “external researcher,” and as such, ethical issues must be considered, such as approval to conduct said research, power dynamics with the context of the research, and the need for transparency. “The internal–external researcher binary also falls short in terms of acknowledging the complexities of positionality, reflexivity, and power relations implicit in the research process” (2015: 235).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Tatebe (2015) suggested that “researcher” is a political identity, particularly as an “external researcher,” and as such, ethical issues must be considered, such as approval to conduct said research, power dynamics with the context of the research, and the need for transparency. “The internal–external researcher binary also falls short in terms of acknowledging the complexities of positionality, reflexivity, and power relations implicit in the research process” (2015: 235). Johnson (2013) identified many ethical considerations that a complex researcher identity brings with it to the field, such as the possible stigmatization of research participants, power relations that may alienate certain participants in the research process, the use of English during data collection, and researcher paradigmatic and cultural assumptions that infringe upon participant narratives and devalue their experiences.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Women in the field: Positioning, troubling, and (em)bodying researcher identities in international and comparative education

Johnson

2018

Research in Comparative and International Education

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In this paper, I consider not only issues associated with the positionality of the researcher in international and comparative education fieldwork, but also how the researcher’s gender intercedes and intersects with position. Using heuristic research methods, specifically (self-)dialogue and the collection of research manuscripts, I explored how women researchers describe their experiences conducting international fieldwork and how they position their work as insiders/outsiders. Findings suggest that women struggled less with their insider/outsider stance than they did with a researcher/practitioner stance. Additionally, women spoke of gender as being associated with their bodies, perceptions of their bodies by participants and others, and how this positioned them in the field. Important, challenging questions emerged related to how we train women researchers, the homogeneity of the field of international and comparative education, and using gender norms to gain access to participants.

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The Ethics of Difference: Ethical Dilemmas of External Researchers

Cited by 7 publications

References 7 publications

Educational Research Ethics Committees as Space for Situated Learning in Higher Education

Educational Research Ethics Committees as Space for Situated Learning in Higher Education

Traversing Ethical Imperatives: Learning from Stories from the Field

Women in the field: Positioning, troubling, and (em)bodying researcher identities in international and comparative education

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