The relationship between ethical positions and methodological approaches: a Scandinavian perspective

2019

Section: Different Ethical Framework/approaches To Ethical Practicementioning

confidence: 93%

Section: Different Ethical Framework/approaches To Ethical Practicementioning

confidence: 99%

Implementing Ethics in Educational Ethnography

Busher

2019

“…Firstly, it moves fundamentally away from biomedical views of humans as research subjects by acknowledging them as research participants (Gontcharov, 2016). Secondly, it encourages the use of supportive dialogic approaches between researchers and ERBs (Beach and Eriksson, 2010). A more collaborative approach to ethical regulation would allow researchers to negotiate with members of their ERB to develop and support research projects through review and revision throughout the life of a project (Brady, 2012), acting in a manner similar to that seen in some Scandinavian countries (Beach and Arrozola, 2019).…”

Section: Creating More Communal Practices In Universitiesmentioning

confidence: 99%

The amoral academy? A critical discussion of research ethics in the neo-liberal university

Busher

Educational Philosophy and Theory

2020

This paper challenges current dominant thinking in Universities about the processes of ethical appraisal of research studies in the Social Sciences. It considers this to be founded on unjustifiable and inappropriate principles, the origins of which are presented before discussing alternative, more inclusive and ethically defensible approaches. The latter are based on dialogic processes to sustain respectful and empowering ethical reviews which appreciate the situated nature of research. The empirical evidence for this comes from papers about ethnographic studies with children and adults in various educational spaces in Western Europe, originally a symposium on the practice of ethics in educational ethnography at ECER, 2017, now forming a book published by Routledge, 2019. The dialogic processes help researchers to carry out culturally-appropriate research with the demonstrable ethical integrity that participants and stakeholders reasonably expect. The authors argue that currently riskaverse Universities need to change their research cultures to support all research methodologies and fieldwork practices that have ethical integrity and create valuable research that is socially beneficial, to enhance their lustre.

“…These caveats on misapplication of traditional consequential and deontological stances support authors (e.g. Flinders, 1992;Beach & Eriksson, 2010;Stutchbury & Fox, 2009) who advocate that ecological and relational perspectives on ethical thinking, need to be considered alongside. Stutchbury and Fox (2009) advocate that all four aspects (Table 1) are needed to identify key issues and tensions by generating a set of questions, proposed as suggestions, which can be used to interrogate a particular research situation.…”

Section: Insert Tablementioning

confidence: 99%

“…This requires a reflexivity, which accepts that "no matter what the nature of research, we may find the assumptions we have worked from, decisions we have made, become challenged; they may too be in a process of development" (Whiteman, 2010, p.19). The paper argues that research decisions made on an ethical basis do not only occur prior to the study but are an ongoing and cyclical process (Beach & Eriksson, 2010;AoIR, 2012). An ethical 4 framework was used to allow flexibility in this study's ongoing appraisal of possible and, in particular, desirable ways of developing a research design.…”

Section: Introductionmentioning

confidence: 99%

Designing a consequentially based study into the online support of pre-service teachers in the UK

Κοντοπούλου

Educational Research and Evaluation

2015

This paper reports on the design of a pilot doctoral study into the online support of pre-service teachers. It highlights the significance of a consequential, rather than deontological, perspective in guiding the development of a study's design. The study initially aimed to explore pre-service teachers' perceptions and use of social media on their school placements by setting up groups on Facebook and Twitter. However, several problems occurred in relation to the recruitment of participants. It became increasingly clear that there was significance in the positionality of the researcher as an 'outsider' to the research context and the potential role for gatekeepers in understanding remote research sites. An ethical framework was used to make a more comprehensive analysis of the issues at play which helped identify ways of proceeding. A redesign of 2 the study followed with a stronger rationale for the way consequential considerations can help address deontological concerns.