Literaturnachweis - Detailanzeige
| Autor/inn/en | Shelton, Stephanie Anne; Brooks, Tamara |
|---|---|
| Titel | Queering the Consent Process: (Un)Masking Participant Identity in Risky LGBTQ + Teacher Ally Work |
| Quelle | In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 9, S.812-829 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Shelton, Stephanie Anne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0951-8398 |
| DOI | 10.1080/09518398.2021.1942300 |
| Schlagwörter | LGBTQ People; Confidentiality; Teacher Attitudes; Qualitative Research; Elementary Secondary Education; Teacher Role; Advocacy; Activism; Controversial Issues (Course Content); Clubs; Books; Barriers; High Schools; Social Justice |
| Abstract | Researcher-based efforts to protect participant identity are common in qualitative research. Most Institutional Review Boards expect statements regarding researchers' plans to protect participants' privacy, often including assigning participant pseudonyms. These confidentiality practices are ubiquitous in qualitative scholarship, yet relatively unexamined. Drawing on Barad's discussions of queer intra-action, this paper explores the implications of a U.S. Southeast-based K-12 educator's efforts to participate in a research project as an LGBTQ + teacher ally, when such discussions put her and those she discussed at substantial personal and professional risk. Based primarily on two interviews, during which the participant explicitly examined, and sometimes rejected, the researcher's efforts at achieving participant confidentiality, this paper centers the participant, her perspectives, and her needs as we explore the importance of an overt and iterative participant confidentiality process in qualitative research. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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