Daniela Sime. (2008). Children’s Geographies, 6(1), 63–78.
The author discussed the dilemmas that she encountered when conducting research with children and young people in deprived areas. Argued for the importance of establishing rapport, Sime stressed, "In relation to conducting research in young people’s homes, researchers need to be prepared to be flexible in terms of collecting data and ready to make ethical decisions during as well as before entering the field." (p. 76). She stressed the idea against considering research ethics as a pre-stage field work, it has to be considered throughout and also after research in representing the participants' views in integrity.
Showing posts with label ethics. Show all posts
Showing posts with label ethics. Show all posts
Monday, June 20, 2011
''Dreaming of . . . '': Reflections on Participatory Action Research as a Feminist Praxis of Critical Hope
Caitlin Cahill, David Alberto Quijada Cerecer and Matt Bradley. (2010). Affilia, 25(4), 406-416. DOI: 10.1177/0886109910384576
This article is about university faculty members' critical engagement in community-based PAR and activism with the youth in Utah. The authors develop their position in undertaking this research project from the basis of a feminist praxis of "an ethic of care, in which primacy is placed on relationships and the responsibilities involved in working with rather than for communities" (p. 407).
This article is about university faculty members' critical engagement in community-based PAR and activism with the youth in Utah. The authors develop their position in undertaking this research project from the basis of a feminist praxis of "an ethic of care, in which primacy is placed on relationships and the responsibilities involved in working with rather than for communities" (p. 407).
Sunday, May 8, 2011
On not talking to strangers
: Researching micro worlds of girls through visual auto-ethnographic practices. Gerry Bloustien and Sarah Baker. (2003). Social Analysis, 47(3), 64-79.
Bloustien: ten 15 years old girls for three years. video cameras.
Baker: pre-teen aged girls (8-11), mainly still cameras.
In these research project, the cameras offered the girls a "space to play" (p. 69). [They named auto-visual ethnography]
The authors wrote about the role of the cameras:
"For the girls, the cameras became ways of interpreting and redefining their worlds, ways which frequently expressed far more than the girls were capable of saying, for often it was what was not said that was important." (p. 69).
"Clearly, then, the use of the camera as a methodological tool, and more importantly, placed in the hands and under the control of the young participants, deepened and precipitated a number of previously unforeseen dimensions to the research project." (p. 69)
Authors discussed about camera power arguing that "the camera was so successfully and so efficaciously an entry point into the field across different social domains and locales" (p. 70).
1. It allowed the girls to become active participants as they can control over the final product.
2. It provides researchers with positive dimensions of the research: it fosters reciprocity as the participants are exciting about learning new skills. This aspect is considered "ethical" by the researchers because it balances power relationship involved between researchers and participants [Give and take]
Rethinking of power imbalance, the authors wrote:
3. "What was clear, though, was that the cameras did give the young people license to explore these places of play through the 'objectifying' lens, a license which, in turn, helped to blur the more traditional lines between researcher and researched, and offered new insights about the nature of research." (p. 72).
4. The authors argued that "the use of the camera was able to provide the means of giving the participants an authoritative voice" (p. 72). This implies that the use of the camera was not for reflect reality but for "making the process of mutual discovery and creativity of both the researcher and subjects more transparent" (p. 72). The authors rephrased, "the camera offered insights into the 'layering' of ethnography, the different ways understanding and knowledge are negotiated and realized as part of everyday transactions in the world" (p. 72) . [CREATION OF REALITY]
This layering aspect was the focus of their research projects; they also purposefully examined what is not taken. Thus what mattered to these authors is:
"The point, then, is not what is produced with the visual tool, but how the production relates to the position occupied by the producer in the particular field of that production" (p. 76).
Bloustien: ten 15 years old girls for three years. video cameras.
Baker: pre-teen aged girls (8-11), mainly still cameras.
In these research project, the cameras offered the girls a "space to play" (p. 69). [They named auto-visual ethnography]
The authors wrote about the role of the cameras:
"For the girls, the cameras became ways of interpreting and redefining their worlds, ways which frequently expressed far more than the girls were capable of saying, for often it was what was not said that was important." (p. 69).
"Clearly, then, the use of the camera as a methodological tool, and more importantly, placed in the hands and under the control of the young participants, deepened and precipitated a number of previously unforeseen dimensions to the research project." (p. 69)
Authors discussed about camera power arguing that "the camera was so successfully and so efficaciously an entry point into the field across different social domains and locales" (p. 70).
1. It allowed the girls to become active participants as they can control over the final product.
2. It provides researchers with positive dimensions of the research: it fosters reciprocity as the participants are exciting about learning new skills. This aspect is considered "ethical" by the researchers because it balances power relationship involved between researchers and participants [Give and take]
Rethinking of power imbalance, the authors wrote:
3. "What was clear, though, was that the cameras did give the young people license to explore these places of play through the 'objectifying' lens, a license which, in turn, helped to blur the more traditional lines between researcher and researched, and offered new insights about the nature of research." (p. 72).
4. The authors argued that "the use of the camera was able to provide the means of giving the participants an authoritative voice" (p. 72). This implies that the use of the camera was not for reflect reality but for "making the process of mutual discovery and creativity of both the researcher and subjects more transparent" (p. 72). The authors rephrased, "the camera offered insights into the 'layering' of ethnography, the different ways understanding and knowledge are negotiated and realized as part of everyday transactions in the world" (p. 72) . [CREATION OF REALITY]
This layering aspect was the focus of their research projects; they also purposefully examined what is not taken. Thus what mattered to these authors is:
"The point, then, is not what is produced with the visual tool, but how the production relates to the position occupied by the producer in the particular field of that production" (p. 76).
Monday, December 13, 2010
Institutional review boards and methodological conservatism
: The challenge to and from phenomenological paradigms. Yvonna S. Lincoln (2008). In N. Denzin & Y. Lincoln (Eds.), The landscape of qualitative research (pp. 221-244). Thousand Oaks, London, New Dehli and Singapore: Sage.
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