Thinking critically and ethically about research for education: engaging with voice and empowerment in international contexts
"Thinking Critically and Ethically about Research for Education draws on the experiences of a range of researchers in the discipline to explore the lived realities, including ethical and methodological complexities, involved in undertaking educational research. Using global case studies, this b...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
2022
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "Thinking Critically and Ethically about Research for Education draws on the experiences of a range of researchers in the discipline to explore the lived realities, including ethical and methodological complexities, involved in undertaking educational research. Using global case studies, this book examines the meaning of ethical research practice and raises questions about representation, power, and empowerment in the field. It provides critical reflections from researchers; reviewing the methodologies they used in their studies and the ethical implications of these in theory and practice. The book highlights the various difficulties and realities present in education research and provides researchers with the tools necessary for refining their skill and understanding of ethical research methodologies. The chapters reflect authors' responses to the following questions: What values prompted you to do this work and how did you share these with participants? What were the ethical considerations raised beforehand and how were these tackled in terms of meeting obligations (including to ERBs), maximising benefits and dealing with issues arising during the study and through to publication? What does 'empowerment' and/or 'voice' mean to you as a researcher and how did you express this to your participants? In what ways were the participants given opportunities to be empowered in or through your study? With critical discussions on ethics and research practices in education research, this book is ideal for student, novice and experienced researchers looking to undertake ethical education research"-- |
| Beschreibung: | xviii, 213 Seiten Illustrationen 24 cm |
| ISBN: | 9780367556914 9780367556907 |
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| 520 | 3 | |a "Thinking Critically and Ethically about Research for Education draws on the experiences of a range of researchers in the discipline to explore the lived realities, including ethical and methodological complexities, involved in undertaking educational research. Using global case studies, this book examines the meaning of ethical research practice and raises questions about representation, power, and empowerment in the field. It provides critical reflections from researchers; reviewing the methodologies they used in their studies and the ethical implications of these in theory and practice. The book highlights the various difficulties and realities present in education research and provides researchers with the tools necessary for refining their skill and understanding of ethical research methodologies. The chapters reflect authors' responses to the following questions: What values prompted you to do this work and how did you share these with participants? What were the ethical considerations raised beforehand and how were these tackled in terms of meeting obligations (including to ERBs), maximising benefits and dealing with issues arising during the study and through to publication? What does 'empowerment' and/or 'voice' mean to you as a researcher and how did you express this to your participants? In what ways were the participants given opportunities to be empowered in or through your study? With critical discussions on ethics and research practices in education research, this book is ideal for student, novice and experienced researchers looking to undertake ethical education research"-- | |
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Datensatz im Suchindex
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| adam_text | CONTENTS List of illustrations Author biographies Foreword Acknowledgements 1 Introduction viii x xvi xix 1 Alison Fox, Hugh Busher and Carmel Capewell SECTION 1 Research empowering children and young people 2 Persistence and perseverance: Working with university research ethics committee processes to elicit children’s views, voices and volitions. 9 11 Deb McGregor, Sarah Frodsham and Clarysly Deller 3 Building a case for inclusive ways of knowing through a case study of a cross-cultural research project of out֊oi֊school girls’ aspirations in Zimbabwe: Practitioners’ perspectives 27 Liz Chamberlain, Alison Buckler and Faith Mkwananzi 4 Well that’s another fine mess you got me into: The jargon of research (how do we translate this for the participant with additional needs?) Carol-Ann O’Síoráin, Conor Me Guckin and Kate Can-Fanning 40
vi Contents 5 Hearing students’ voices through photo-narratives that elicit their views on relationships and power in schools 54 Hugh Bushev 6 Diaries and Hearing Maps: From a diagnostic tool to a communication device between adults and 3—7 year old children with glue ear 66 Carmel Capewell 7 Listening to silence in the quest to offer migrant learners a ‘voice’ through picturebook research in South Africa 78 Helen Hanna SECTION 2 Research empowering adults and forprofessional learning 8 Teacher empowerment within Twitter chats: A more-thanhuman perspective 91 93 Martina Emke 9 Ethical reflections on ethnographic exposure of exclusion in PBL-group learning 107 Gerd Christensen 10 Methods for and with refugees: Issues of vulnerability and participation of displaced people in camps on the ThaiMyanmar border 120 Victoria Jack 11 Socio-mapping and the relational resilience of and for training teachers 133 Alison Fox, Kate Sida-Nicholls and Rob Loe 12 Critical realist research: Ethical issues and dilemmas as illustrated through a doctoral study in an African university 154 Kris Stutchbury 13 Mature students’ use of free-drawn mind diagrams to express the struggles of their learning journeys: Ethics, identity and power Hugh Busher and Nalita James 171
Contents vii SECTION З Critical appraisal of ethics andresearch 185 14 Critical ethical reflexivity: Reflections for practice and knowledge 187 Alison Fox and Hugh Busher 15 Developing phróněsis: Challenges andopportunities 200 Hugh Busher, Alison Fox and Carmel Capewell Index 208
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| adam_txt |
CONTENTS List of illustrations Author biographies Foreword Acknowledgements 1 Introduction viii x xvi xix 1 Alison Fox, Hugh Busher and Carmel Capewell SECTION 1 Research empowering children and young people 2 Persistence and perseverance: Working with university research ethics committee processes to elicit children’s views, voices and volitions. 9 11 Deb McGregor, Sarah Frodsham and Clarysly Deller 3 Building a case for inclusive ways of knowing through a case study of a cross-cultural research project of out֊oi֊school girls’ aspirations in Zimbabwe: Practitioners’ perspectives 27 Liz Chamberlain, Alison Buckler and Faith Mkwananzi 4 Well that’s another fine mess you got me into: The jargon of research (how do we translate this for the participant with additional needs?) Carol-Ann O’Síoráin, Conor Me Guckin and Kate Can-Fanning 40
vi Contents 5 Hearing students’ voices through photo-narratives that elicit their views on relationships and power in schools 54 Hugh Bushev 6 Diaries and Hearing Maps: From a diagnostic tool to a communication device between adults and 3—7 year old children with glue ear 66 Carmel Capewell 7 Listening to silence in the quest to offer migrant learners a ‘voice’ through picturebook research in South Africa 78 Helen Hanna SECTION 2 Research empowering adults and forprofessional learning 8 Teacher empowerment within Twitter chats: A more-thanhuman perspective 91 93 Martina Emke 9 Ethical reflections on ethnographic exposure of exclusion in PBL-group learning 107 Gerd Christensen 10 Methods for and with refugees: Issues of vulnerability and participation of displaced people in camps on the ThaiMyanmar border 120 Victoria Jack 11 Socio-mapping and the relational resilience of and for training teachers 133 Alison Fox, Kate Sida-Nicholls and Rob Loe 12 Critical realist research: Ethical issues and dilemmas as illustrated through a doctoral study in an African university 154 Kris Stutchbury 13 Mature students’ use of free-drawn mind diagrams to express the struggles of their learning journeys: Ethics, identity and power Hugh Busher and Nalita James 171
Contents vii SECTION З Critical appraisal of ethics andresearch 185 14 Critical ethical reflexivity: Reflections for practice and knowledge 187 Alison Fox and Hugh Busher 15 Developing phróněsis: Challenges andopportunities 200 Hugh Busher, Alison Fox and Carmel Capewell Index 208 |
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| spelling | Thinking critically and ethically about research for education engaging with voice and empowerment in international contexts edited by Alison Fox, Hugh Busher and Carmel Capewell London ; New York Routledge 2022 xviii, 213 Seiten Illustrationen 24 cm txt rdacontent n rdamedia nc rdacarrier "Thinking Critically and Ethically about Research for Education draws on the experiences of a range of researchers in the discipline to explore the lived realities, including ethical and methodological complexities, involved in undertaking educational research. Using global case studies, this book examines the meaning of ethical research practice and raises questions about representation, power, and empowerment in the field. It provides critical reflections from researchers; reviewing the methodologies they used in their studies and the ethical implications of these in theory and practice. The book highlights the various difficulties and realities present in education research and provides researchers with the tools necessary for refining their skill and understanding of ethical research methodologies. The chapters reflect authors' responses to the following questions: What values prompted you to do this work and how did you share these with participants? What were the ethical considerations raised beforehand and how were these tackled in terms of meeting obligations (including to ERBs), maximising benefits and dealing with issues arising during the study and through to publication? What does 'empowerment' and/or 'voice' mean to you as a researcher and how did you express this to your participants? In what ways were the participants given opportunities to be empowered in or through your study? With critical discussions on ethics and research practices in education research, this book is ideal for student, novice and experienced researchers looking to undertake ethical education research"-- Education / Research / Moral and ethical aspects Education / Research / Moral and ethical aspects / Case studies Education / Research / Methodology Education / Research / Methodology / Case studies Power (Social sciences) Case studies (DE-588)4143413-4 Aufsatzsammlung gnd-content Fox, Alison (DE-588)1192342364 edt Busher, Hugh (DE-588)1254805702 edt Capewell, Carmel (DE-588)1254805710 edt Erscheint auch als Online-Ausgabe, EPUB 978-1-00309472-2 Digitalisierung BSB München - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033222552&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Thinking critically and ethically about research for education engaging with voice and empowerment in international contexts |
| title_auth | Thinking critically and ethically about research for education engaging with voice and empowerment in international contexts |
| title_exact_search | Thinking critically and ethically about research for education engaging with voice and empowerment in international contexts |
| title_exact_search_txtP | Thinking critically and ethically about research for education engaging with voice and empowerment in international contexts |
| title_full | Thinking critically and ethically about research for education engaging with voice and empowerment in international contexts edited by Alison Fox, Hugh Busher and Carmel Capewell |
| title_fullStr | Thinking critically and ethically about research for education engaging with voice and empowerment in international contexts edited by Alison Fox, Hugh Busher and Carmel Capewell |
| title_full_unstemmed | Thinking critically and ethically about research for education engaging with voice and empowerment in international contexts edited by Alison Fox, Hugh Busher and Carmel Capewell |
| title_short | Thinking critically and ethically about research for education |
| title_sort | thinking critically and ethically about research for education engaging with voice and empowerment in international contexts |
| title_sub | engaging with voice and empowerment in international contexts |
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