19 SES 02, Ethics and Research in Educational Ethnography (Part 1)
Symposium to be continued in 19 SES 03
This symposium considers how educational ethnographic researchers can sustain ethical practice in the field and persuade institutional organs of research supervision that they are doing so. All eight papers in the symposium reflect on the processes and practicalities of carrying out ethical ethnographic research in a variety of face to face public educational spaces, although one also refers to the importance of ethical practices when researching hybrid spaces. The last cannot be overlooked as many people’s lives nowadays, especially in the West, are lived online as well as face to face. The papers have been loosely grouped into two sets of four, each of which presents a variety of different voices and perspectives from several countries. One of the sets focuses on creating and applying knowledge systems to help researchers to construct ethical practice in the field and make visible their claims for ethical practice. The other set focuses on dilemmas in the field that educational researchers might or do face and how they sustain and make visible their ethical practice in those contexts.
The first set of papers in Part 1 of the symposium presents views from Algeria, Britain, Ethiopia, and Norway on how frameworks of ethical practice for educational research can be constructed, applied and audited to help researchers maintain ethical practice in the field and persuade institutional organs of research supervision that they are doing so. However, this approach raises dilemmas since strictly auditable statements of ethical procedures for studying individual human beings may be difficult to sustain exactly when trying to study groups of people in ethnographic studies even though the values embedded in those statements may be sustainable in various ways (Smette). However, ethical appraisal frameworks can be constructed to guide researchers’ practice (Idri) and help researchers to consider how to address ethical dilemmas in the field (Fox and Mitchell). They may also help research ethics committees to come to wise decisions when faced with research applications that may challenge tightly constructed notions of what constitutes ethical research practice in particular circumstances (Traianou).
The rest of this abstract is the abstract for the second part of this symposium, Ethics and Research in Educational Ethnography Part 2
Beach, D. & Eriksson, A. (2010). The relationship between ethical positions and methodological approaches: A Scandanavian perspective. Ethnography and Education, 5 (2) 129-142. Busher, H. & James, N. (2015). In pursuit of ethical research: Studying hybrid communities using online and face-to-face communications. Educational Research & Evaluation: An International Journal on Theory and Practice, Special Issue on Ethical Issues in Online Research, 21 (2) 168-181 Dennis, B. (2017). Tales of Working Without/Against a Compass: Rethinking Ethical Dilemmas in Educational Ethnography, in D. Beach, C. Bagley and S Marques da Silva (Eds). The Handbook of Ethnography of Education. New York and London: Wiley. Haggerty, K. (2004). ‘Ethics creep: governing social science research in the name of ethics’, Qualitative Sociology, 27 (4) 391-414 Hammersley, M. & Traianou, A. (2012) Ethics and Educational Research. http://www.bera.ac.uk/system/files/Ethics and Educational Research.pdf Silverman, M. (2003). Everyday Ethics: A personal journey in rural Ireland, 1980-2001. The Ethics of Anthropology: Debates and Dilemmas. P. Caplan. London and New York, Routledge. Strathern, M. (2000). Audit cultures: anthropological studies in accountability, ethics and the academy. London, Routledge. Stutchbury, K. & Fox, A. (2009). ‘Ethics in educational research: introducing a methodological tool for effective ethical analysis’, Cambridge Journal of Education, 39(4) 489-504.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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