Full Description
Drawing on the real voices and experiences of researchers, this book illustrates how the British Educational Research Association (BERA) Ethical Guidelines for Educational Research can be used to appraise research studies ethically. Researchers have choices when they design, conduct and report their research. These choices have consequences for others - funders, sponsors, those who facilitate access to research settings, those in the research settings, participants and the researchers. Sometimes the consequences can be anticipated and positive consequences can be maximised in the research design and negative consequences minimised. Sometimes the consequences only become apparent as the research unfolds.
This book presents a series of case studies following researchers in their decision-making through studies in a range of settings to consider different ways to deal with ethical dilemmas raised. The authors draw on their experiences to explain researcher thinking and how this relates to enacting values, pointing to relevant advice in the BERA ethical guidelines. They also explore choices not taken, considering the possible implications from such decisions, and how other researchers might have made different decisions based on different positionality. The book confronts rather than avoids the application of Global North derived guidance for research in settings other than the UK. As well as thought provoking case studies, the book puts forward questions for readers to relate to their own research contexts and recommended reading for further thinking about the issues raised.
Published in partnership with the British Educational Research Association.
Contents
List of Contributors
Section 1: Scene Setting
a. Section 1 and Book Foreword
1. Virtue Ethics and Being a Researcher: Introduction to Ethical Decision-Making (Alison Fox, The Open University)
2. Ethical Guidelines in Educational Research: The State of Play (Sin-Wang Chong, University of St Andrews and Qi Liu, University of Leicester)
Section 2: Case Studies
2-1 Subsection - Responsibilities to Participants (Subsection lead: Aimee Quickfall)
b. Subsection Foreword
3. Applying BERA Principles to International and Intercultural Research (Una Connor-Bones and Felicity Hasson, University of Ulster)
4. Decolonising Research Ethics, Exemplifying Definition and Principles (Carol Azumah Dennis, The Open University)
5. International Research and the Ethics of Language (Phil Wood, Nottingham Trent University, Aimee Quickfall, Leeds Trinity University and Kaisa Pihlainen, University of Eastern Finland)
6. Placing Children's Rights at the Centre of Ethical Researcher Decision-Making (Carmel Capewell, Oxford Brookes University; Helen Hanna, University of Manchester and Chawin Pongpajon, University College London and Chulalongkorn University, Thailand)
7. Dilemmas of Care in Online Interviewing (Aimee Quickfall, Leeds Trinity University and Phil Wood, Nottingham Trent University)
2-2 Subsection - Responsibilities to Sponsors, Clients, Stakeholders and the Environment (Subsection lead: Matthew Courtney)
c. Subsection Foreword
8. Working with Large-Scale Quantitative Data: Two Ethical Dilemmas around Anonymity (Sonia Ilie and Michelle R Ellefson, University of Cambridge)
9. Thinking It through or Thinking through 'It'? The Ethics of Research Involving Artificial Intelligence and Education (Robert Farrow, The Open University and Wayne Holmes, UCL Knowledge Lab)
10. Ethical Dilemmas in Observational Research (Daniel Muijs, Queens University Belfast and Matthew Courtney, Wandle English Hub, Wandle Learning Partnership, South West London)
11. Environmental Sustainability in Education Research Ethics (Lynda Dunlop, University College London, and Lizzie Rushton, University of Stirling)
2-3 Subsection - Responsibilities to the Community of Educational Researchers and for Researchers' Wellbeing and Development (Subsection lead: Sally Baker)
d. Subsection Foreword
12. Tackling Undercare: Towards Wellbeing and Care in Academia through Collaborative Writing (Emily Dowdeswell, Cambridge Curiosity and Imagination, Carolyn Cooke, The Open University, Petra Vackova, Aarhus University, Donata Puntil, King's College, London and Lucy Caton, University of Bolton)
13. Power Inequalities and Quality of Supervised Evidence Syntheses: Ethical Use of Reflexive Practices (Sin-Wang Chong, University of St Andrews, Qi Liu, University of Leicester, Natalie Tegama, Oxford University and Grace Anna Baby, University Hospitals Leicester)
14. The Ethics of Doctoral Researcher Care: Learning to Research in Fragile Contexts (Anna Xavier, Deakin University; Carly Hawkins, University of New South Wales and Sally Baker, Australian National University)
2-4 Subsection - Responsibilities for Publication and Dissemination (Subsection leads: Alison Fox and Nicole Brown)
e. Subsection Foreword
15. Publish, Perish, or Build Community? Towards Alternative Ethical Publication and Dissemination Practices (Amber Fensham-Smith, The Open University; Alison Twiner, University of Cambridge and Fadoua Govaerts, University of Bath)
16. Openness, Inclusivity and Diversity: Supporting Early Career Researchers as Ethical Practice of Journal Peer Review (Sin-Wang Chong, University of St Andrews and Natalie Tegama, Oxford University)
Section 3: Situating Ethical Guidance (Section lead: Nicole Brown)
f. Section Foreword
17. 'I'm Going to Be in a Book': Negotiating Research with Adolescents in Accordance with Ethical Guidelines (Sara Young, University College London)
18. The Chartered College of Teaching Research Ethics Panel: Exploring Practical Relevance, Workload Implications and Representativeness of Research (Lisa-Maria Müller and Victoria Cook, Chartered College of Teaching)
19. Research Ethics: Issues and Solutions in Education Research in Ukrainian Universities (Oksana Zabolotna, Pavlo Tychyna Uman State Pedagogical University as members of the Ukrainian Educational Research Association; Iryna Kushnir, Nottingham Trent University)
20. Ethical Research in Multilingual Education Contexts: Working with Non-Professional Interpreters (Barbara Skinner, Ulster University; Ronan Kelly, Queensland University of Technology, Australia and Maria Stewart, Education Authority, Northern Ireland)
Section 4: Takeaways
21. Conclusions for the Ecological Web of Educational Research (Alison Fox, The Open University and Nicole Brown, University College London)
Index
